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Occasional posts on teaching, English and literacy

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Please contact me for any information about training, consultancy and courses – available in all areas, through my LA adviser role.

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I have been a teacher of English, media and drama for twenty four years and a local authority adviser in North Yorkshire for five. All views here are my own.

Please contact me directly for further information on courses, consultancy and training – delivered on behalf of North Yorkshire Education & Skills but available in all areas, not just locally.

Previous posts

The power of exploratory writing December 9, 2019
Ready to listen August 30, 2019
Teaching talk August 14, 2019
Some thoughts on ‘pace’ August 13, 2019
Quick talk about texts August 12, 2019
Reading as writers; writing as readers: an account of a Year 5/6 teaching sequence May 9, 2019
Re-thinking ‘success criteria’: a simple device to support pupils’ writing January 24, 2019
Whole-class reading: a planning tool January 21, 2019
The primary English subject leader: overseer, monitor, director or trusted expert? July 21, 2018
Fear of grammar and the grammar of fear July 12, 2018
Whole-class reading: another example lesson June 27, 2018
Challenging responses: designing a successful teacher-led reading lesson June 25, 2018
Mini-whiteboard jigsaws October 28, 2017
Whole-class reading: an example lesson and a menu of approaches August 31, 2017
Avoiding a ‘literacy dip’ in Year 7 August 23, 2017
The importance of ‘extended writing’ August 22, 2017
From page to screen and back again: teaching Shakespeare through film and film through Shakespeare August 3, 2017
‘In this school, English is about…’ July 31, 2017
Making the investment July 24, 2017
Being ‘good at English’ July 8, 2017
Googling for originality June 21, 2017
Asking real questions in the classroom June 17, 2017
From 1994: on coursework and exams June 16, 2017
A poetry lesson June 8, 2017
Who is doing what in the classroom? A tool for planning and reflection May 26, 2017
Differentiation: pitching high, not making easy May 23, 2017
Marking for ‘literacy’ – problems with ‘codes’ May 13, 2017
Memorable feedback: the power of spoken comments May 12, 2017
Questions to ask pupils when reading, based on Michael Rosen’s ‘matrix’ of comments May 11, 2017
What does the poem do? A revision tool May 11, 2017
Folding feedback into learning May 8, 2017
Post-Levels: tracking progress in English at Key Stage 3 May 5, 2017
Written comments: three simple rules (and a fourth) May 3, 2017
Missing open book exams April 29, 2017
Developing critical readers: preparing students for GCSE English Language reading papers April 27, 2017
Objectives and purpose in English April 18, 2017

Archive

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August 2017
July 2017
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April 2017

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Assessment
Feedback
Feedback: an occasional series of short posts, in no particular order
Framing learning
Grammar
Leadership
Oracy
Planning
Primary
Reading
Resources
Revision
Secondary
Talk
Teaching about texts
Teaching and learning
Teaching English
Teaching writing
Visual metaphors
Whole-class reading
Whole-school literacy
Writing

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Analysis Analytical writing Assessment Attainment Behaviour Bloom Challenge Closed books Coursework Cox Critical writing Cross-curricular literacy Culture Curriculum Differentiation Drafting Editing Efficiency Engagement Exams Excellence Explanation Feedback Framing learning GCSE Gifted and talented Grammar Group work Guided reading Heritage Inverstment Investment Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 Knowledge Leadership Learning questions Lesson Lesson design Levels Literacy Marking Mastery Modelling Objectives Open books Oracy Pace Personal response Planning Play Poetry Practice Practising Primary Progress Purpose Questioning Reading Redrafting Scaffolding Schemes of learning Secondary SOLO Strategy Success criteria Talk Teaching & learning Thinking Tracking Transition Whole-class reading Writing

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Recent Posts

The power of exploratory writing
Ready to listen
Teaching talk
Some thoughts on ‘pace’
Quick talk about texts
Reading as writers; writing as readers: an account of a Year 5/6 teaching sequence
Re-thinking ‘success criteria’: a simple device to support pupils’ writing
Whole-class reading: a planning tool
The primary English subject leader: overseer, monitor, director or trusted expert?

Archives

December 2019 (1)
August 2019 (4)
May 2019 (1)
January 2019 (2)
July 2018 (2)
June 2018 (2)
October 2017 (1)
August 2017 (4)
July 2017 (3)
June 2017 (4)
May 2017 (9)
April 2017 (3)

Category Cloud

Assessment Feedback Feedback: an occasional series of short posts, in no particular order Framing learning Grammar Leadership Oracy Planning Primary Reading Resources Revision Secondary Talk Teaching about texts Teaching and learning Teaching English Teaching writing Visual metaphors Whole-class reading Whole-school literacy Writing

Tags

Analysis Analytical writing Assessment Attainment Behaviour Bloom Challenge Closed books Coursework Cox Critical writing Cross-curricular literacy Culture Curriculum Differentiation Drafting Editing Efficiency Engagement Exams Excellence Explanation Exploratory writing Feedback Framing learning GCSE Gifted and talented Grammar Group work Guided reading Heritage Inverstment Investment Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 Knowledge Leadership Learning questions Lesson Lesson design Levels listening Literacy Marking Mastery Modelling Objectives Open books Oracy Pace PEE Personal response Planning Play Poetry Practice Practising Primary Progress Purpose Questioning Reading Redrafting Scaffolding Schemes of learning Secondary SOLO Strategy Success criteria Talk teaching Teaching & learning Thinking Tracking Transition Whole-class reading Writing

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