Language Across the Curriculum part II: what are the priorities?

In my last blog I tried to flesh out some of the reasons for many teachers’ lack of confidence with all things language – the ‘elephant in the room’ identified by @englishlulu here: http://wp.me/p2BKE4-3Q. I then tried to suggest how a persuasive argument could be constructed that encourages teachers and support staff to make aContinue reading “Language Across the Curriculum part II: what are the priorities?”

Language Across The Curriculum – Part I: Building the Argument

I’ve just read this very good blog wp.me/p3xVUK-f1 by @englishlulu. It highlights for me what is one of the biggest barriers to raising standards of literacy in our schools: teachers’ own lack of confidence with literacy, or rather ‘language’ as I think it can be more helpfully termed. By standards here I don’t mean betterContinue reading “Language Across The Curriculum – Part I: Building the Argument”

It’s what you know that counts: the importance of strong subject knowledge

A lot has been written about the relative merits of a knowledge-based curriculum over one that focuses more on developing transferable skills and competences. More recently, a lot more has been written about the falseness of this dichotomy and the need for a curriculum that takes account of both these ideologies, seeing the one complementingContinue reading “It’s what you know that counts: the importance of strong subject knowledge”

Why Wilshaw is probably right

Like so many other departments there is often a tendency to give a disproportionate amount of time and resource to year 11, particularly at key points within the year and with certain groups of pupils. I’ve worked at three very different schools and in each case it’s been largely the same: the most support, theContinue reading “Why Wilshaw is probably right”