I know what you’re thinking. This is obvious. Well, think again. An examiner has to provide evidence they are teaching in their field, but they
Category: writing
GRAMMAR AND COGNITIVE LOAD IN WRITING
Recent observations from marking transactional writing draw me to the following hypothesis: when students are pushing their working memory to capacity in order to produce
WHAT A POLEMIC ARGUMENT MODEL LOOKS LIKE
This is the second part of a post about transactional writing and utilising the power of the contrasting subordinator HOWEVER. The first post is here.
A GRAMMAR SEQUENCE – what it looks like
This is part 2 of developing grammar knowledge. Part 1 is here. Knowing where to begin a sequence of learning grammar in secondary school is
A GRAMMAR SEQUENCE – why we need it
It is not an accident or platitude that primary school students are taught grammar, and to an impressive degree too. Teaching grammar literally equips students
MAKING THE MOST OF MOCKS – primary and secondary
Whilst invigilating the other day a yr 10 science mock exam, and watching students sitting there believing to have completed the exam with 10 minutes
LEARNING DESIGN by Paul G Moss 