You may hear people say ‘teach to the top and scaffold up’ but what does this mean? This blog will look at how I do this with extended writing of a particular type. If you are teaching a mixed attainment group you need to ensure that those that may struggle with writing or applying knowledge […] … More Scaffolding extended writing; a step-by- step process — missdcoxblog

I’ve spent a whole half-term teaching our new KS3 curriculum, and thought I’d share some reflections and some of the lessons I have learned from the teaching. I wanted to use some reflective headspace to feed-forward as we move into the next topic. I also wanted to look at how I am trying to implement […] … More Discourse on the Methodology — Buisst_Teaching

Why should we promote reading? Reading is an essential element in all stages of education Reading should be prioritised to allow access to the full curriculum offer 90% of vocabulary is encountered in reading, not day-to-day speech Fiction does not give access to more academic vocabulary used for GCSE and beyond Primary students learn to… Closing … More Closing the Reading Gap in Religious Education — Teachers Talk

Using social science data by Dawn Cox Six in ten Britons (60%) think people should be allowed to help a terminally ill patient end their life without legal repercussions.[1] 13% of British Sikhs surveyed considered caste to be important, or very important.[2] In the UK 15% of atheists/agnostics identify as Christians.[3] Using social science data […] … More How do we know what people believe today? — Reforming RE

“Find the solution” “Start your argument…..” “Here is a theory……” “What is a cell?” What do these teacher phrases have in common? They all have different meanings depending on the context, domain or the subject that the student is studying. Students, particularly at secondary school, will be faced with a huge amount of new vocabulary […] … More Disciplinary discourse: Using subject vocabulary — missdcoxblog

by Mark Chater Do you have a Masters degree? Or a Doctorate perhaps? If so, try to forget that you ever studied for them. Your first degree – visualise letting it go. Now A levels, GCSE – say goodbye to them, for a while. Imagine stripping yourself of all the accumulated knowledge and cultural capital […] … More ‘But it’s contested!’ ‘So what?’ — Reforming RE