We still don’t know the full impact that COVID-19 has had on children’s education, but we do know that the more children read, the better equipped they are for school and more importantly life. So now more than ever, it’s important to keep children reading during this last term and over the summer. Here are 5 easy ideas from Camilla Macoun, Founder of The Bear Can Read, to share with your families to keep the reading momentum up at home.
Read more
At the recent Black British History event hosted by Miranda Kaufmann and SOAS, University of London , OUP’s History Publisher (Secondary Education) spoke with other authors and publishers about how history textbooks get made. We thought it would be useful to share the information here as well, and let you know how to get in touch if you’re interested in writing […]
Read more
Each workbook in the Get It Right: Boost Your Vocabulary series offers targeted support for exanding students’ vocabulary and addressing the word gap by exploring ambitious words in context and unpicking layers of meaning, resulting in more confident readers and articulate writers. Here are five reasons why your school should try the Get It Right: […]
Read more
Following months of screen gazing, limited interaction and working in isolation, our students are ready to come to life and to feel the buzz that our lively and dynamic MFL methodology brings. A foreign languages lesson is a social event where interaction and communication are essential, just what our young people need, having been starved […]
Read more
What Lemov makes clear here is that there is something important happening when we share reading, indeed not a singular something but a whole bunch of somethings. The complexity of reading has been well documented (Scarborough’s reading rope makes this very clear). Through the reading process, our students are acquiring vocabulary, developing phonological and grammatical […]
Read more
The DfE recently announced that they won’t be publishing a revised version of Letters and Sounds, but what does this mean for schools in England?
Read more
Most practical work in UK secondary schools follows a recipe-based formulaic approach which fails to teach students how to work independently or investigatively.
Read more
OUP’s Bridging the Word Gap at Transition report gives it to us straight. As Jane Harley states in the Foreword: ‘Transition from primary to secondary is a pivotal time; the word gap remains a major issue, and more needs to be done to address this. There is a lack of coherence in the expectations for language coverage and how it is taught across […]
Read more
In this second blog about the GA Conference 2021 I want to share some of the key points discussed in my session on departmental leadership. Responding to a historic lack of CPD available on effective middle leadership I shared some thoughts, reflections and ‘lessons learnt’ from my first 5 years as a Head of Geography. […]
Read more
When schools were closed in response to Covid-19, everything changed. Overnight, teachers and students had to adapt to a completely different way of working. Technological platforms that enabled remote teaching and learning suddenly became part of everyone’s life. There has never been anything like it. Part of this (very steep) learning curve was the level […]
Read more