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classroom

How to get your classroom ready for Read Write Inc. Phonics

August 5, 2022January 25, 2023Oxford Primary
Examples of Read Write Inc. Phonics organisation

From Handbooks and friezes to Ditty Books and Word Cards – the world of Read Write Inc. Phonics resources is comprehensive and diverse. Whether you’re brand new to Read Write Inc. Phonics and are needing guidance, or you’ve taught it for several years and are looking for inspiration – this blog is for you. Getting […]

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How to introduce a new KS3 class reader

May 20, 2022May 20, 2022Hollie Hargood
KS3 students reading

I don’t know about you, but I look forward to introducing a new class reader with the various classes I teach. There’s something about the opportunity to share great literature with young people and also have the chance to share my own passion as a reader. It’s always enjoyable to challenge myself with a new […]

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Creating a metacognitive classroom

January 6, 2021May 6, 2022Oxford English Team

Metacognition is about pupils’ ability to monitor and direct their own learning. The concept of metacognition has been around for a long time, but seems to be having a revival recently, perhaps in part owing to some of the challenges presented by lockdown. Beyond the nightmare navigation of zooms, screen sharing and behaviour management from […]

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A Whole School Vision: Mastering Inspire Maths in Advocate Schools

August 23, 2018October 9, 2018Oxford Primary
inspire banner

‘Inspire Maths is future proofing both our children and our curriculum’ – Maths Teacher at St Thomas’ C of E Primary School St Thomas’ C of E Primary School became an Advocate School for Inspire Maths in Spring 2017. Assistant Headteacher Liam Noon, and Maths Subject Lead and Teacher Judith Myhill discuss the triumphs of implementing […]

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Improve Spelling with the Spelling Training Toolkit

March 19, 2018October 9, 2018Oxford Primary

Is spelling really that important any more? Especially in the modern world where children are growing up using onscreen documents, emails, texts, all with autocorrect? Unfortunately, as Jerrold Zar illustrates in his poem ‘An Ode to a Spellchecker’, we can’t always trust the computer to spot the ‘Miss steaks aye kin knot sea’. The truth […]

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Bikes, dinosaurs, and the emotional impact of edtech

March 16, 2018October 8, 2019Digital Futures

It’s fair to say that technology has opened up a world of possibilities for educators and learners alike, and there is still ongoing conversation around just how much it impacts learning outcomes. Edtech caters for a wide range of different learning modalities and can offer an exciting and immersive experience. However, there’s an equally valid […]

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Mastery: Firm foundations for the avoidance of misery

March 15, 2018October 9, 2018Oxford Primary

Vanessa Pittard shares expert advice on how to build firm foundations with mastery. I’d like to suggest that one of the benefits of mastery is the avoidance of misery. I’ll focus on primary maths, but what I write here applies as much at KS4/GCSE as to Key Stage 2. What’s the point of introducing mastery […]

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Mastery myths: textbooks constrain creative teaching

August 24, 2017October 9, 2018Oxford Primary 1 Comment

Rudyard Kipling’s The Ballad of East and West contains the famous opening line: Oh, East is East and West is West, and never the twain shall meet. I’ve heard this message echoed in a variety of forms over recent years by educators who are wary, and sometimes sceptical, of the value of mathematics teaching methods […]

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Introducing children to great stories

July 17, 2017October 9, 2018Oxford Primary

Some stories have a kind of DNA. The characters, themes and ideas pass from story to story, evolving and changing along the way. Each new storyteller adds their own ideas and interprets the characters and the dilemmas they face in new and unexpected ways. In popular culture, we retell these great stories again and again, […]

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Maths mastery: the Asian picture

June 22, 2017September 18, 2017Oxford Primary

In a recent blog post , I talked about the way in which the much-praised Asian education systems are rethinking their ‘grades are everything’ approach to education. It is encouraging to see that they are beginning to realise the importance of a more holistic, child-friendly approach, though I worry that for some years we in the UK […]

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