Cat075133045977

What do we want from the KS3 Curriculum?

Around two and a half years ago, Head teacher Tom Sherrington posted this tweet. It left a lasting impression on me, and I suspect many others: If there was no OfSTED, no league tables, no SLT… just you and your class..what would you choose to do to make it GREAT? Do that anyway… At a time where…

preview_vintage-map-wrapping-paper

How do you teach a novel you’ve never taught before?

When the new specifications changed, and texts like To Kill a Mockingbird and Of Mice and Men were removed from the GCSE syllabus, I was pretty upset. Not because I felt that these texts were somehow ‘better’ than the ones set to replace them, not because I have a particular love for American literature, not because I thought…

28

Words, Images, Contexts: Making Inferences Explicit

A lot seems to happen when we make inferences. Often so much, that it can be hard to articulate. We read a word, a phrase, a whole sentence, and this collides with our knowledge. Not just our knowledge of words, but our knowledge of the world, our history as readers, as well as any contextual knowledge…

110425minds.aurora_standalone.prod_affiliate.79

Explicit Grammar: Teaching Relative Clauses

I’ve been experimenting this year with different ways of making the mechanics of writing a little more explicit to my students. My hope is that the more grammar knowledge my students have, the more explicitly they can understand their choices when writing. For some, this might involve showing them something new. For others, it might make them a…

matt-damon-2

Is Matt Damon right about creativity?

On Sunday, the traffic on the M4 was horrible. I was on my way home from Wembley, having watched my team win a cup competition not important enough to dwell on. After around 2 hours of struggling out of London, I found myself desperately clinging to the last few percent of my phone’s battery. And, as…

post-10119-Hey-What-did-you-learn-at-scho-N8hE

The Problem with Plenaries

If group work was the holy grail of my teacher training, effective plenaries were definitely the pedagogical white rabbit – the element of the lesson you always felt was achievable, but nevertheless remained elusive. Running out of time for a plenary during an official observation was almost to be expected, but cramming it in for two minutes was…