Amplify: Women who Write

Women’s voices in the education sphere are sometimes lost. Writing well about the classroom takes experience, intelligence, insight… women have these things in abundance. What we sometimes lack is a platform, confidence and a call to action.

The aim of ‘amplify’ is simple: provide a platform and a stimulus for women to write about classroom practice.

The hope is, through the safety net of collaboration and support, this project might prompt more women to start their own blogs and push away that imposter.

From the blog

Teaching Writing: Reflections from a Head of Faculty

Leila is an English Literature graduate with no real experience in teaching writing, or, indeed, writing creatively herself. She started her teaching career with little knowledge or understanding of how to help pupils write well. In my experience, most English teachers are those who have studied English (be it linguistics or literature), rather than thoseContinue reading “Teaching Writing: Reflections from a Head of Faculty”

Rain On Umbrella – Weather Concept

The Power of Simplicity: Supporting Reluctant Writers at Key Stage 4

It is the first week in December, and as I stand at the front of my classroom I can feel the rainwater in my shoes: it is a bleak day to do duty, and I realise I am still absent-mindedly carrying the bottles that I have confiscated on the yard. My Year 10 class observeContinue reading “The Power of Simplicity: Supporting Reluctant Writers at Key Stage 4”

Talk for Writing

Why is effective talk important? On attending my first Oracy Pioneers session with Voice 21 I was astounded to discover the profound impact which talk, or lack thereof, can have on students. Of course, in preparation for attending the course I had begun to reflect on this: What opportunities for talk did I provide inContinue reading “Talk for Writing”

‘Becoming a Writer’.

“If you want to be a writer, you must do two things above all others: read a lotand write a lot.” Stephen King The thought of reading and writing “a lot” to be a writer might dismay some students, and if you asked a student, ‘Why do you write?’ their response might be, “Because IContinue reading “‘Becoming a Writer’.”

The Writing Revolution Resources – An Early Career Perspective

I retrained as an English teacher at the age after spending the previous 15 years in the classroom teaching horticulture. I had then had a 10 year spell doing various types of teacher training and various teaching and learning manager posts, and I decided to retrain as I had begun to feel very far awayContinue reading “The Writing Revolution Resources – An Early Career Perspective”

Teaching Writing: a Work in Progress

Teaching creative writing used to bring me out in a cold sweat. I’m not a confident writer sotrying to explicitly teach the writing process often left me flummoxed. And really, that wasthe stumbling block for me – I wasn’t explicitly teaching the writing approaches at all. I neverslowed the process down enough for my students,Continue reading “Teaching Writing: a Work in Progress”

Writing letter to a friend. Selective focus and shallow depth of field.

A Writing Curriculum

How can we use KS3 to better prepare students for writing analytical essays? I am currently teaching Blood Brothers to Year 8 and they love it.  Some are passionate in their condemnation of Mrs Johnstone, others argue that she has been cruelly manipulated by Mrs Lyons.  As we read the text together, they are bubblingContinue reading “A Writing Curriculum”

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