Thanks so much! Flippity looks fun. Teaching good note-taking has been at the forefront of my mind all summer. It seems like a big current issue for teachers.

Pinched. Stolen. Pilfered. Lush idea; thanks, Richard.

Thank you so much, Rachel! A scaffolded approach to all aspects of the KS5 classroom, to help bridge the gap between GCSE and A Level, seems to be a theme.

Great advice; thank you both. People often talk of the jump between GCSE and A Level being more demanding than that between A Level and a Degree, which led me to believe that I must drastically change my teaching style for KS5.

That’s a good point. When I observed year 12 lessons last year, I was surprised at some pupils' lack of proactivity! Something to work on and grow for sure.

Hey Steve, thanks for your generous response. Pedagogical gold dust.

I’m really reassured to see some of my own thoughts and preparation in what you say. Cheers, again. X

Thanks Sophie! I can foresee so many positives in dialogic feedback, especially at secondary. Are there any negatives that you’ve experienced?

Thanks Elizabeth, this is fab.

Hi! I’m an ECT1 English teacher, based in SE London. #TeamEnglish

Amazing insight, cheers Gareth!

Lush idea, thanks Gareth!

Who (staff) was doing the reading?
Was this for both KS3 and KS4?
Did all children participate, or just those with a below-average reading age?

Thanks Steve! I think a bit of both. I’m a newly qualified teacher, so I’m still finding my feet RE approaching whole-school initiatives. I’m keen to organise a reading festival that coincides with World Book Day in March. SLT are keen for my work to focus on oracy.

Hey Derek. I’m slightly late to the party, but I’d love to be added!