We have been using Word Aware as a structured whole-school approach to promote the vocabulary development of all our children. It is primarily focussed on whole-class learning and we have found it is of particular value for those who start at a disadvantage – including children with Developmental Language Disorder, Special Educational Needs and those who speak English as an additional language. It has had such a major impact on word recognition and understanding within English, we decided to extend it to French and Spanish as an approach for learning new, contextualised vocabulary.
Here’s the thing about teachers. I think we all secretly want to be Michelle Pfeiffer in the movie Dangerous Minds (or maybe not even in the movie!). Our job is the hardest, most grueling job out there. And yes, it is rewarding – but often our influence is noted, absorbed and internalized within a student but we don’t ever get the satisfaction of being told by a student what actually made a difference (although I’m pretty sure my jokes have).
A couple of weeks back, I went to the first meeting of a new book group. I’d been thinking for ages that I wanted to join one and then, while my little lad Arthur and I sat waiting for our Saturday morning haircuts in the barber’s, one just sort of presented itself to me in a poster stuck to the antique dresser they use as a reception desk. It was for men only, it was to be held in a pub and the first book was a cracker, ‘The Road’ by Cormac McCarthy, a shatteringly bleak post-apocalyptic vision I’d taught to some dream Year 9s about 4 years previously – how could I not go?
While today’s young people (Millennials and Generation Z) are very much just like the ones that preceded them - rebellious, searching for meaning, keen to understand the world and their place in it - they are at the same time completely different than any generation before them. The near limitless ability to consume information, organise with others, and communicate one’s thoughts makes this group very particular, to say the least.
Pobble, recognised this week as the most promising education technology company in the UK by the organisation of British publishers, has announced that it will further expand its team of literacy teachers. As many as six educators joined Pobble this term. Here, one of them shares her experience.
I’m teaching the new GCSE English specification for the first time this year and I’m not going to lie, I’m pretty nervous about it. The rest of my department have had a year to get to grips with it all and fine tune it, so while I’m getting what I can from them, I also need to make it work for the students in front of me, and not someone else’s class. With four hours of lessons per week, and three years before their final exams, there’s a lot of time to embed good working habits with my class - no matter how resistant they’re currently being!
Writing and filmmaking maestros A Tale Unfolds have announced the early release of Frightful Film Trailer, their brand-new, free resource made in collaboration with The Literacy Shed. This week-long literacy project encourages teachers to use film and filmmaking in the classroom as a purposeful way to engage children with writing. Using animations from The Literacy Shed as well as original videos starring The Write Brothers, teachers and pupils are guided step by step in creating their own trailer.
Teaching Shakespeare can be at once exhilarating and terrifying; inspirational and life-threateningly tedious. I like to think that the contradictions here echo, or at least nod, to the emotional rollercoaster that was early modern drama. When speaking to students – Secondary school and university – a common stumbling block is invariably language. Besides the archaic vocabulary – ‘hautboy’, ‘nonce’, ‘tun-dish’ and ‘fardel’ come to mind – there’s also the syntax, the distinctly Christian rhetoric, and seemingly endless concerns about marriage and death. For pupils in Secondary school these subject matters, compounded by unintuitive phrasing and words, can be a categorical turn-off.
There seems to be, at the moment, a glut of superheroes on our TVs and in our films. If it isn’t Batman fighting Superman, it is a group of different heroes getting together to fight an evil alien. It might seem that the works of one playwright hundreds of years ago bares no relations to our current obsession with people wearing Lycra, swishing about with their capes and saving the world. Most, if not all children, can tell you who Iron Man, Superman or Spider-Man is. But, little do they know, that the comic book heroes owe Shakespeare a huge nod, if not a cape. So when exploring or teaching a Shakespeare play to students it is helpful to have these ideas in mind.