In this short blog, Michelle Nicholson presents some ideas to do with your class on National Poetry Day, which takes the theme of ‘freedom’ this year.
Martin Galway outlines his presentation at this year’s researchEd conference on primary grammar and the transition to key stage 3.
In the first of a two part blog, Martin Galway shares his thoughts on presenting a pair of workshops (one on grammar and, here, a late-notice addition on reading comprehension) at this year’s researchED conference.
With the launch of yet another new system for assessing writing, Penny Slater reflects on how to ensure that children’s writing tasks remain purposeful and meaningful at times of change.
Martin Galway shares some of the wonderful work carried out by the pupils and staff at Hare Street Primary School, Harlow, inspired by the Take One Book training and approaches offered by the HfL English team.
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.
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.