The importance of ‘extended writing’

Word cloud.JPGSome thoughts on task-setting and assessment in English, especially at Key Stage 3

In a well-planned Key Stage 3 course on Of Mice and Men, pupils will be gripped by and immersed in Steinbeck’s novel, will enter imaginatively into the world of the story, will explore its context and significance, will investigate ways in which Steinbeck uses language, and will discuss characters and get to grips with themes. They will watch one or more film versions and might think hard about how the novel has been adapted. As well as acquiring a wealth of knowledge, pupils will practise a range of types of talk and writing – some imaginative, some analytical and some discursive – and maybe some drama.

Continue reading “The importance of ‘extended writing’”

Who is doing what in the classroom? A tool for planning and reflection

It is always risky to discuss something as complex as teaching and learning in terms of any sort of ‘model’. It is always reductive and probably wrong. However, at the moment I am finding it useful to think of classroom teaching working like this. (Click to enlarge)

T&L model.jpg

Based on well-rehearsed principles*, this schematic might be a useful analytic tool for reflecting on planning, lessons and teaching over time, and as a focus for CPD. Continue reading “Who is doing what in the classroom? A tool for planning and reflection”

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