The Early Career Framework has the potential to transform the experience of new teachers, and ultimately the whole educational landscape. It can help us all get better.
Since I first heard whispers of the Early Career Framework a few years ago, I’ve been in incredibly excited by it. ‘This is exactly what education needs’, I thought: a carefully sequenced teacher-curriculum which breaks down core knowledge all teachers need to develop and asks them to deliberately practice each element until it is mastered. Fantastic!
There’s likely to be a flurry of remote teaching blog posts over the coming days and weeks, and I sincerely hope so. Since last March, we’ve never had to learn such a complex new way of working such a short amount of time. But as a profession, we have learned a huge amount, and I’m sure I won’t be the only one to say that my early remote lessons bear very little resemblance to what I plan to be using in the upcoming weeks.
Teachers don’t do well with uncertainty. There’s something about the reassuring ring of the bell that tells us everything is in its place. The comforting hug of routine keeps us safe and secure. The tidal rhythms of each half-term are calming in their familiarity.
So there’s nothing quite like the ‘unprecedented times’ of global pandemic to whip the rug from our feet and make us feel lost.
I’ve found it particularly hard to shift gears between normality and extraordinary times. From March to July, everything was different. But September lulled us into a false sense of security. Exams were firmly…
Before this year, I was never much of a fan of short stories. I found them unsatisfying, dense, too brief to provoke an emotional response or stay in my memory for any amount of time. But about six months ago, I started to find long fiction draining — no doubt in response to the looming uncertainty of unusual times. I found it impossible to focus on novels and lose myself in their twisting narratives and cast of characters. Suddenly, short stories seemed more palatable.
So in March, three friends and I resolved to read and discuss one short story per…
We all recognise that effective writing, reading and speaking skills are absolutely vital for the pupils we teach. So this blog, based on my talk at ResearchEd Norwich, focuses on that very complex but very important process of writing. I’ve written about it a little before when I discussed academic writing in English essays, but here I widen the scope to look at accurate and cohesive writing across school subjects.
The importance of writing
I was privileged to speak about middle leadership as part of this year’s ResearchEd Birmingham. It’s a topic close to my heart: with almost six years of being a middle leader across three different schools, I’m now preparing to step away from leading a department. I’m excited about new challenges in senior leadership, but the change in role is certainly bittersweet. I’ll miss the rigour and close-knit teamwork of being a middle leader.
This blog is a condensed version of my ResearchEd presentation, and it focuses on what I believe are the important aspects of middle leadership: leading from domain…
An essential reading list
I’ve been teaching reading for going on six years. Because I’ve never fully understood how we actually learn to read, I’ve taught it through a hotchpotch of instinct, imitation and responding to the difficulties I’ve seen children experience. Has it worked? Sort of. Many children become better readers; most pass their exams. But I’ve never felt fully confident. I’ve never felt secure in knowing exactly what works when teaching reading.
So that’s why it’s been incredibly satisfying to spend or year or so reading up on reading.
These books have taken me on a journey that…
Far from being tedious, repetition can help students develop fluency, grow in confidence and enjoy learning.
Last year I had a challenging ‘borderline’ Year 11 class. They were amazing (fun, energetic, often hilarious), but still challenging. It was a large class, and they had a huge range of abilities and confidence levels in English. Their behaviour was patchy: not terrible, but often far from focused. At times, they had me pulling my hair out and feeling as if I was the worst teacher imaginable. But the great thing was that I had a decent amount of time with them each…
Designing and teaching a term of Oliver Twist.
In Part 1, I wrote about the different processes that go into making curriculum decisions collectively. This post will exemplify these processes in our development of a unit of work on Oliver Twist. I’ve put all the resources below: feel free to use.
This outlines the different steps that we took in creating this unit of work:
For more information on these steps, please have a look at part one of this blog series.
Oliver Twist is a rich and dense text that can be pushed in all sorts of directions. We…
Why making curriculum decisions collectively is vital (and one way of doing it).
This is part one of a blog series on collective curriculum design. For part two, which includes resources for a unit on Oliver Twist, take a look here.
There’s a huge amount of discussion at the moment about the curriculum: what should be on it; what is excluded from it; what voices it represents; what bodies of power it transmits; whether it is imposed upon, or empowers children. There’s a lot of excitement as people turn to focus more on curriculum, but also some degree of anxiety…
Considering education, schools and books. Elisabeth Bowling, Assistant Principal and Head of English. I tweet at @elucymay.