Distilling. It’s important. With all that teaching and learning noise out there we need to keep things simple. That’s what The Kennet Literacy Policy is – it distils what we know into black-and-white, simple sense. Continue Reading
This week I returned to some scribbles that I produced some time ago with the aim of illustrating some different approaches to feedback and how these apply to different subjects. Time-effective feedback is a topic we’ve been blogging about for a few years now, but it seems increasingly relevant in the context of the debate around tackling teacher workload. Continue Reading
A blog from Mrs Martin
At the end of last half term, I wrote about getting into good habits with homework.
Below is a reminder of the criteria I suggested with regards to setting tasks, focusing on work that leads to progress.
Criteria: Purposeful; Progress; Positive Study Habits.
Below are some suggestions about what this might look like. This isn’t a comprehensive list, but hopefully gives some indication of how the criteria could be met: Continue Reading
Good blog on literacy in Science but relevant to other departments too. If you want advice on how to develop vocab in your subject then speak to our Literacy Champion Katy Scott.
As many of you may be aware, I have an unrelenting passion for language and literacy in science. So I thought that I would bite the bullet and start to share some of my ideas and thoughts behind such an important area that not only underpins every aspect of science teaching, but can easily be translated across different subject disciplines. The aim of this piece is to consider vocabulary as the foundation that all other areas of literacy depend upon.
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Wellington and Osborne (2001)
Science has its own distinctive…
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At the start of the year I shared this quote with you all. I’ve also shared it with many pupils in the past and reminded them that doing something once or twice doesn’t mean you’re all set.
Habits don’t happen overnight and when we talk about effective homework, this relies on creating positive habits. For the pupils; for us as teachers. Continue Reading
…Following this year’s INSET I vowed never to say these words again. Yet, they crept back into my lessons almost immediately. Scolding myself at the start of most days since, I’m beginning to change the phrasing and structure of my questioning:
“What do you understand?”
“What is the first step to this task, and what should you include?” Continue Reading
It it incredible to think that “Vocabulary at age 4 is the best predictor of achievement at age 16 out of all measures yet studied” – Roulstone et al 2011 Continue Reading
