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Come aboard the Hogwarts Express!

Monday 26th June 2017 marks twenty years since the first publication of Harry Potter and the Philosopher’s Stone.  In this blog, Michelle Nicjolson 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.

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Shifts in Formality: now, that’s the way you do it!

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.

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Year 6 Writing – in search of GDS part 3: a farewell to shifts of formality.

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. 

Continue reading “Year 6 Writing – in search of GDS part 3: a farewell to shifts of formality.”

Year 6 Writing – in search of GDS part 2: a lesson in formality.

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.

Continue reading “Year 6 Writing – in search of GDS part 2: a lesson in formality.”

The power of a good book – leading the way to successful grammar teaching.

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. 

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The Key to Successful Shared Writing: Perfectly Pitched Models

Penny Slater is Deputy Lead Adviser for primary English at Herts for Learning.

Shared writing scaffolds the writing task, and when done well, leads a child towards becoming a more reflective, confident and skilled writer. When done very well, we engender more engaged writers who feel empowered and inspired to put pen to paper.

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Writing at Greater Depth (1) : A model of formality

Penny Slater is Deputy Lead Adviser for Primary English at Herts for Learning

There are many moments in my working day when I stop and consider how lucky I am to be working amongst such committed, enthusiastic and inspirational people. When I was classroom-based, this inspirational often stemmed from the children whom I taught. Now, as an advisor, I find that I am inspired on a daily basis by the creativity of the teachers whom I have the joy of supporting.

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HfL Primary English newsletter Spring 2017

Here we are again.   A new term.  A new year.  We hope that you have had a lovely Christmas break and that the new term has begun as smoothly as possible for you all.   With this in mind, we thought we’d share our latest-hfl-primary-english-newsletter-spring-2017as swiftly as possible, especially as it is such a short half term.

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Take One Book: Ready for action with Traction Man

Penny Slater is Deputy Lead Adviser on the Primary English team at Herts for Learning.

If you haven’t yet found your passion for children’s literature, then Traction Man is the text that will set you on the road to discovering what all the fuss is about. Put simply, Traction Man is one of those books that prove just how exciting children’s literature can be.

Continue reading “Take One Book: Ready for action with Traction Man”

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