researchED English and MFL

  researchED is proud and excited to announce its first conference aimed at English and MFL practitioners and educators. We’ve teamed up with Oxford University Press to bring another extraordinary day of challenge, myth busting, and the best research in the field, from some of the best voices in the UK and beyond. researchED has […]

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Rebecca Geoghegan: When it comes to reading, three isn’t a crowd: it’s the magic number

And the threes don’t stop there… There are three inextricable strands of .  And whilst it is difficult to determine a hierarchy, I would suggest that reading is at the top of my list (although oracy comes a very close second!). Fundamentally, reading gives children the means to express their thoughts.  As the wealth of statistics […]

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We’re Not in the Dark!

Jumping into the unknown We are all probably familiar with the fear of the blank page when writing: we know that many children experience it; we may even feel it ourselves sometimes. It’s possible that something similar happens when insecure, struggling, or simply young readers look at a previously-unseen text: a daunting fear of the […]

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Jill Carter: Just a Moment

The new Literature exams often ask students to analyse an extract and then to refer to texts as a whole. OCR uses the term ‘moments’: for example, ‘Explore at least two moments from… to support your ideas.’ I like this idea of selecting moments. My interpretation of this is that it designed to develop interpretation […]

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