The state of school sport | Administrator

On 17 July 2017, the Education Secretary Justine Greening announced an extra £1.3bn of funding over the next years for England’s schools.  At first, it appeared that the government had finally started to listen to the many headteachers and parents who’d been warning of the dire consequences of budget cuts for months.  However, it quickly … Continue reading The state of school sport

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Literacy empowers (Pt5): Teaching writing | Administrator

This article was written for SecEd magazine and first published in June 2017.  You can read the original version on the SecEd website here.  
You can read more of my monthly columns for SecEd here. 

This is the final part of a 5-part series.  Read parts one, two, three and four first.

In this series I am making the case for literacy as a whole-school concern, arguing – as George Sampson did – that: “Every teacher is a teacher of English because every teacher is a teacher in English.”

This is the final part. So far I’ve argued that literacy across the curriculum should:
Involve all…

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Transition days are not for testing | Administrator

Two schools, both alike in dignity, in fair academia, where we lay our scene…

Imagine you’ve taught in the same school since you qualified. Now, after many happy years, you’re on the move. You’ve secured a promotion in the school down the road and start in September.

You’ve already met your new boss a couple of times and have read the school prospectus and staff handbook cover-to-cover, over and over.

Now, your new headteacher has invited you in to her school for a day before the summer holidays in order to help you acclimatise.

What would you need to have accomplished by the end of…

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Pass on the power of reading (Part Two) | Administrator

This is an edited, abridged version of the keynote speech Matt gave at Reading Matters’ Closing the Literacy Gap conference on 29 June 2017. This is part two of two…read the first part here

I ended the first of this two-part blog with the question, ‘So what can we do to help the word poor become richer?’  In this blog I intend to answer that question…

One answer is to plan group work activities which provide an opportunity for the word poor to mingle with the word rich, to hear language being used by pupils of their own age and in ways that they might not otherwise encounter.


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