Zero Written Feedback: a trial

FACT: Many schools still have blanket marking and feedback policies which dictate frequency and form of marking, e.g. one mark every four lessons, with a comment on progress and two DIRT tasks (just an example) OPINION: One-size-fits-all policies prevent us from doing what matters most for students in each subject. Academic subjects are distinct disciplines … Continue reading Zero Written Feedback: a trial

Seven ways I’ve kicked my homework habit…

In ten years of teaching, I am embarrassed to say, I have never managed to do homework right. It has always felt like an extra thing; to plan, to remember, to take in, to mark and to cause friction between myself and my students. Growing up, I also remember some homework tasks at school which … Continue reading Seven ways I’ve kicked my homework habit…

differentiation (with a small ‘d’)

This post is based on workshops I have led this summer at both the Leeds Trinity University NQT Conference, and at Teaching and Learning Leeds 2017 (hosted by The Grammar School at Leeds). If you attended either of these sessions and have questions, suggestions or comments, I would love to hear them @funkypedagogy, or write … Continue reading differentiation (with a small ‘d’)

The Dyslexic English Teacher

It was only after I had got through GCSEs, A Levels, an English Degree and my PGCE year that I discovered I am dyslexic. My particular brand of dyslexia manifests itself in letter, number and colour recognition. In other words, I misread words, struggle to recognise spelling errors (including my own), read more slowly than … Continue reading The Dyslexic English Teacher

Things I wish I’d known before my first week in teaching…

I am just about to start my sixth year as a teacher, and was having a chat with a family friend who is about to start his NQT year. As he picked my brains over coffee and told me all of the things he was worrying about already, I realised how much I wish I'd known … Continue reading Things I wish I’d known before my first week in teaching…

#TMBrad – Teachmeet reflection..

I am always amazed by the dedication and sheer geekery of some teachers. At 10am on Saturday 11th July (the FINAL weekend of the school term), teachers from around Leeds and Bradford (plus, you know, Bahrain, just because...) descended on Appleton Academy for a day of inspiration and all round teacher banter. The day was … Continue reading #TMBrad – Teachmeet reflection..

A New Project – Writing for Bradford

This summer, my school (Appleton Academy) will be hosting an exciting project to promote writing in Bradford schools. It will involve working collaboratively with professional writers, spoken word artists, academics, university students and teachers. The project is open to any interested schools in the Bradford/West Yorkshire area. Please see the information in this document: Writing Bradford … Continue reading A New Project – Writing for Bradford

A Level Literature Ideas – #1: Writing Introductions

Introductions and conclusions always seem like quite abstract things, threatening to book end an essay with vague statements and 'summing up'. However, done right, an introduction serves as the perfect vanguard of a well crafted argument. There are tons of different ways to teach introduction writing, but the most successful in my experience is 'Discuss, … Continue reading A Level Literature Ideas – #1: Writing Introductions

Vocabulary Project: Part 2 – technical terminology for high ability learners

When we were initially trained on vocabulary teaching by Jane Dallas, she separated words out into three classes. 1. Everyday words you need to communicate simple things (mum, dad, tree...) 2. More complex words used to add meaning or nuance (disgusting, harrowing, protective...) 3. Technical vocabulary linked to specific subjects (onomatopoeia, synthesis, semiquaver...) Jane's training, … Continue reading Vocabulary Project: Part 2 – technical terminology for high ability learners