1. Being relevant is the key! Teaching literature should make you contextually relevant and your analysis relative. Literature is integral to History and your teaching of literature should be history in the making.

2. The classroom is a live museum. Authentic Learning is the integration of real historical events in the teaching of English such that the classroom becomes the springboard to the world beyond it. In effect this diminishes the misnomer that the ‘real world’ is ‘outside’ the domain of the classroom or the school.

3. The classroom is a live museum. When what we teach is not made authentic through experience then, we have only passed on information When what we teach is not made authentic through experience then, we have only passed on information

4. The classroom is a live museum. Focus: teaching of Alan Paton’s Cry, the Beloved Country. The Truth & Reconciliation Commission and its relationship to the teaching of literature. Traditional approach vs workbook approach http://www.info.gov.za/otherdocs/2003/trc/ch

5. The classroom is a live museum. Content Study the novel but anchor it with real experience! How? Pupils interview anti-apartheid activists in their communities. In effect you get: Collaboration & Community participation and involvement.

6. This idea is scalable… Content Imagine how the teaching of any other novel of social protest can be anchored with real experience! Lets talk on this… Pupils can interview members of their communities on an issue that is contextually relevant. Just think on this crazy example….

7. This idea is scalable… Teach Dan Brown’s Davinci Code and request pupils to hook up with ‘conspiracy theorists’ in their communities and they should set up an open panel discussion in the community's hall! (Collaboration can be done world wide – live conferencing!) Can you imagine how real and authentic that class is going to be over the months! The problem > are you willing to explore. Imagine the issues that will come out given the fact that the Vatican got involved with this book!

8. Slam dunk…Get the picture Teaching in class 22% Working in class 22% Portfolio NCS work 24% Extended opportunities 32% The Classroom is different and is connected to real life situations. Think about it! Do you sit and do one thing all the time?

9. Extended Opportunities 1. Pupils begin to use their interviews to write children's story books on Apartheid in preparation to write a book for adults on Apartheid 2. Pupils then prepare themselves to be host of my Education talk programme on Cii – they will host activists and talk about issues. 3. We still tap on those people we want collaboration with: for example – Mr. Mandela & Bishop Desmond Tutu. 4. It allows pupils who you don’t actually teach to be part of the project and they can achieve great things. e.g. Attiyyah Saloojee, Editor of the RIS Independent – because of her involvement she is one of the 4 finalists in (gr.11) the SA Top Teen Achievers Award as at 18 September 2007.