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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 four. 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:

Secondary training

Secondary courses

Secondary literacy

Previous posts

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

August 2017
July 2017
June 2017
May 2017
April 2017

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Assessment
Feedback
Feedback: an occasional series of short posts, in no particular order
Framing learning
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Teaching about texts
Teaching and learning
Teaching English
Teaching writing
Uncategorized
Visual metaphors
Whole-school literacy

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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 Group work Guided reading Heritage Inverstment Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 Knowledge Learning questions Lesson Lesson design Levels Literacy Marking Mastery Modelling Objectives Open books Personal response Planning Play Poetry Practice Practising Primary Progress Purpose Questioning Reading Redrafting Scaffolding Schemes of learning Secondary SOLO Success criteria Talk Thinking Tracking Transition Whole-class reading Writing

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Recent Posts

Whole-class reading: an example lesson and a menu of approaches
Avoiding a ‘literacy dip’ in Year 7
The importance of ‘extended writing’
From page to screen and back again: teaching Shakespeare through film and film through Shakespeare
‘In this school, English is about…’
Making the investment
Being ‘good at English’
Googling for originality
Asking real questions in the classroom

Archives

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 Primary Resources Revision Teaching about texts Teaching and learning Teaching English Teaching writing Uncategorized Visual metaphors Whole-school literacy

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 Feedback Framing learning GCSE Gifted and talented Group work Guided reading Heritage Inverstment Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 Knowledge Learning questions Lesson Lesson design Levels Literacy Marking Mastery Modelling Objectives Open books Personal response Planning Play Poetry Practice Practising Primary Progress Purpose Questioning Reading Redrafting Scaffolding Schemes of learning Secondary SOLO Success criteria Talk Thinking Tracking Transition Whole-class reading Writing

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