Month: January 2019

Re-thinking ‘success criteria’: a simple device to support pupils’ writing

Colleagues and I have been working with primary schools to develop an alternative to listed ‘success criteria’ for writing, which we call ‘boxed’ or ‘expanding success criteria' (or often just 'the rectangles thing.') It is very easy to adopt, and teachers have been finding that it can transform how writing is talked about and approached... Continue Reading →

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Whole-class reading: a planning tool

See also Whole-class reading: an example lesson and a menu of approaches  and Whole-class reading: another example lesson Recently, colleagues and I have been working hard with schools to develop whole-class reading practice which is both challenging and inclusive. This is a particularly current issue in primary schools, but is - of course - also pertinent to... Continue Reading →

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