Questions about oracy
Is oracy the next big thing? Are we destined for interminable arguments about it in the coming months or is there a healthy debate to be had about oracy? I have lots of questions. For me, as a former English teacher, it feels like oracy – or speaking and listening – is
Supporting Exam Preparation: The Final Mile
Teachers in England spend hours marking pupils’ work and in the final mile run up to national exams teachers are often exhausted by their efforts. A key challenge appears to be how we ensure pupils work just as hard as their teachers and taking responsibility to manage their own learning.
4 Reasons to (Re)Focus on Formative Assessment
Teaching and learning can be prone to shifting trends. Some aspects of teaching may suffer from waning popularity, but we cannot lose sight of them because they are so integral for successful learning. Formative assessment is one such aspect that demands our focus – or a refocus – on its central importance.
Making the Difference for Pupils with Dyslexia
Dyslexia is an issue that can evoke a mix of fear and some confusion for teachers. Every teacher can recognise the crippling damage wrought by struggling to read, but, as a label, dyslexia is too often a mystery. As a result, teachers may miss the opportunity to make a positive
Should we throw the tech out the classroom?
There is not a week that goes by without hearing about a new technology tool or AI resource that is going to impact education. But what it is that makes so many experienced teachers and people in education sceptical about the legion of technology promises? It is normally a matter
Academic Language and the Phrases that Matter
Teachers and professionals who work in education typically draw upon a wealth of academic vocabulary in their every interaction. We have easy access to this word richness, and it becomes part of who we are and how we communicate. What we recognise when we closely scrutinise the patterns of academic