The current focus on ‘adaptive teaching’ has meant that the craft (or art) of teacher modelling has rightly been foregrounded, as a crucial mechanism for making learning accessible. Interestingly, when I am asked after seeing a lesson to comment on how learning might have been more successful, modelling is probably the most common element I... Continue Reading →
This is an example of an approach to a text, which is designed specifically to help all pupils to develop their writing of literary narrative without recourse to the ‘features of descriptive writing’ or to checklists of literary devices. Over a series of sessions, it integrates whole-class reading practice with the planning and drafting of... Continue Reading →
Recently, as part of our work with English subject leaders from across the county, the North Yorkshire English Advisory Team have been looking at how the subject is led differently in primary schools. English or literacy subject leaders tend to be talked about as a group, yet we know that what they actually do varies... Continue Reading →
Injecting challenge at Key Stages 3 and 4, using Key Stage 2 knowledge about grammar The not-so-new-now grammar curriculum at Key Stage 2 has resulted in pupils arriving in secondary school with a knowledge of grammatical terms which, even to some specialist English teachers, can be a little intimidating. It can also be confusing to... Continue Reading →
See also: Whole-class reading: a planning tool A description of a recent whole-class reading lesson, with commentary This is a description of another successful whole-class reading lesson which I taught recently to Year 4 and Year 5 classes (although the approaches are applicable to other phases.) It is a follow-up to a post last year... Continue Reading →
A reflection on some different ways to structure discussion of a text in the classroom. The example is from Key Stage 3, although the principles are applicable to any phase. The text below is one which we used to read with Key Stage 3 pupils at Parkside Community College, in Cambridge, when teaching about World... Continue Reading →
An organising technique and resource for discussion. Good for revision, for practising retrieval and for deepening thinking. (Good for all ages, too.) Step 1 Using sharp scissors, cut up some mini-whiteboards to make a set of unique, four-piece jigsaws, like this. (This is surprisingly quick and easy to do, and oddly satisfying.) You now have... Continue Reading →
See also: Whole-class reading: a planning tool See also: Whole-class reading: another example lesson See also: Challenging responses: designing a successful teacher-led reading lesson In primary schools recently, there has been a lot of interest in ways to approach whole-class reading lessons. The imperative to raise standards in reading is leading many to question the dominance of... Continue Reading →
Practical tools for reflecting on the what, why and how of English teaching A friend’s nephew, when in Year 8, remarked to him: “I used to enjoy English, but all we do now is write PEE paragraphs.” If this is a pupil’s view (even an unfair one) of English in their school, then something has... Continue Reading →
Reframing ‘engagement’ in the classroom Any mention of ‘engagement’ in the education Twittersphere or blogosphere will create a flurry of emotive debate. To many, it is now a dirty word, summoning up caricatures of content-free, gimmick-laden teaching, in which the aim is simply to engage so that learning somehow follows. In fact, there is a... Continue Reading →
James Durran 