Monday 26th June 2017 marks twenty years since the first publication of Harry Potter and the Philosopher’s Stone. In this blog, Michelle Nicholson celebrates the twentieth anniversary of the release of JK Rowling’s fabulous book, with some ideas for bringing the story to life in the classroom.
Martin Galway completes his series of blogs on the Greater Depth writing standard for year 6 writing and makes good on his earlier promise to return to the subject of “Selecting verb forms for meaning and effect”.
Penny Slater serves up a postscript to her earlier blog on modelling shifts in formality.
You may recall my blog from February 2016 (A Model of Formality) when I offered a lesson/resource suggestion based on securing shifts in formality. It was a phrase that back then, we were just beginning to get our heads around. Now, thanks to the collective endeavour of the teaching profession (those teachers and advisors who have had to work tirelessly to interpret the sometimes obscure meaning of some of the ITAF statements, such as my colleague has done here, here and here), I think that we all feel a little more comfortable with what a ‘shift’ looks like.
Martin Galway wraps up his short series of blogs on managed shifts of formality as required to award ‘Working at Greater Depth (GDS) within the expected standard’ under the Interim Teacher Assessment Framework (ITAF) for writing.
This blog further explores the requirement for children to demonstrate shifts in levels of formality in their writing in order to be awarded the “working at greater depth” standard. Here, Teaching and Learning adviser Martin Galway shares a road-tested lesson plan that may support the achievement of this particular element.
Michelle Nicholson offers some timely advice on writing in KS1.
This blog aims to unpick the STA guidance around bullet points one and two of the KS1 ITAFs for children writing at the expected standard or at greater depth within the standard.
In this blog, Kathy Roe looks at the invaluable role that high quality texts can play in supporting children’s knowledge and understanding of grammar.
Kirsten Snook is a Teaching and Learning Adviser for English at Herts for Learning
We tend to think that children are intrinsically motivated to write much later than they are to read. But why? It has, however, been suggested that very young children are more motivated by a shared writing episode than a shared reading one, due to an emerging sense of self and place in the world.
Martin Galway is a Teaching and Learning Adviser for English at Herts for Learning
On Friday of last week, the STA released a video that sought to address “particular areas of concern” around the assessment and moderation of year 6 writing. The video covers a number of areas and opens with some commentary around the statements relating to Working at Greater Depth within the expected standard (GDS).