COD 2026 - D1225
Webinar - Her Stories, Their Hi/stories: Lesley Nneka Arimah's What It Means When a Man Falls from the Sky and Finding Your Place in the World(s) (IGCSE Literature in English set text for 2027/28/29)
IGCSE Literature in English teachers; literature enthusiasts; educators interested in postcolonial literature, adolescent identity negotiation, and global literary traditions
3
sessions, start: 10-Aug
Please enrol before Wednesday, August 5th 2026
Course detail
Year: 2026
Level: Distance
Language: English
Status: Announced
Lugar: Distance
Facilitator/s: Mr. Luciano Camio
ESSARP Schools
Free of charge
Free of charge
Exams Schools
Free of charge
Free of charge
Non affiliate
Free of charge
Free of charge
Sessions
| Sessions | Dates | Start | Finish |
|---|---|---|---|
| 1 | 10 August 2026 | 06:00 pm | 07:30 pm |
| 2 | 24 August 2026 | 06:00 pm | 07:30 pm |
| 3 | 07 September 2026 | 06:00 pm | 07:30 pm |
Facilitator/s
Luciano Camio
IGCSE Literature in English teachers; literature enthusiasts; educators interested in postcolonial literature, adolescent identity negotiation, and global literary traditions
By the end of the workshop, participants will be able to:
Recognise and articulate the major themes across the collection: grief, loss, identity negotiation, belonging, migration, family dynamics, motherhood, gender, memory, and socio-cultural displacement.
Analyse Arimah’s use of magical realism, speculative elements, myth, and genre-shifting as tools for meaning-making.
Understand the role of cultural context (Nigeria, diaspora, post-colonial frameworks) and its relevance for intercultural educational projects.
Map the stories’ features and themes to IGCSE Literature Assessment Objectives (AO1–AO4).
Design tasks that promote student voice, agency, and connections between text and personal experience.
Develop activities that support creative and reflective responses, including rewriting, role-play, and speculative extensions.
Facilitate metacognitive practices such as discussion frames, self-reflection tools, and peer feedback protocols.
Recognise and articulate the major themes across the collection: grief, loss, identity negotiation, belonging, migration, family dynamics, motherhood, gender, memory, and socio-cultural displacement.
Analyse Arimah’s use of magical realism, speculative elements, myth, and genre-shifting as tools for meaning-making.
Understand the role of cultural context (Nigeria, diaspora, post-colonial frameworks) and its relevance for intercultural educational projects.
Map the stories’ features and themes to IGCSE Literature Assessment Objectives (AO1–AO4).
Design tasks that promote student voice, agency, and connections between text and personal experience.
Develop activities that support creative and reflective responses, including rewriting, role-play, and speculative extensions.
Facilitate metacognitive practices such as discussion frames, self-reflection tools, and peer feedback protocols.
Overview of Arimah’s narrative universe: realism, magical realism, myth, and speculative fiction.
Major themes: identity, displacement, grief, memory, womanhood, belonging, resilience.
Cultural and diasporic contexts shaping the stories.
Close reading strategies for examining character, voice, structure, and symbolism.
Linking the text to IGCSE AO1–AO4: close reference, analytical writing, personal response, contextual understanding.
Classroom approaches for building empathy, identity awareness, and cross- and inter-cultural understanding.
Creative and reflective tasks to deepen interpretation.
Major themes: identity, displacement, grief, memory, womanhood, belonging, resilience.
Cultural and diasporic contexts shaping the stories.
Close reading strategies for examining character, voice, structure, and symbolism.
Linking the text to IGCSE AO1–AO4: close reference, analytical writing, personal response, contextual understanding.
Classroom approaches for building empathy, identity awareness, and cross- and inter-cultural understanding.
Creative and reflective tasks to deepen interpretation.
Guided close reading of selected stories and extracts.
Thematic mapping activities to trace recurring motifs across the collection.
Group design of analytical, creative, and empathic-response tasks.
Comparative examination of realism vs. magical realism vs. mythic structures.
Peer-led discussion protocols to model student-centred inquiry.
Textual intervention strategies to foster deeper understanding of the stories.
Thematic mapping activities to trace recurring motifs across the collection.
Group design of analytical, creative, and empathic-response tasks.
Comparative examination of realism vs. magical realism vs. mythic structures.
Peer-led discussion protocols to model student-centred inquiry.
Textual intervention strategies to foster deeper understanding of the stories.