Discover and read the best of Twitter Threads about #teamenglish

Most recents (24)

1/ One for #TeamEnglish — some ideas for explaining what we mean by analysis 🧵
Students struggle with what analysis is. But the reality is we do it all the time. I've found that showing them images and asking them what they are images are *of* helps. Take these two images: Image
2/ Some students say, 'hands' or 'fist', but most don't — most say things like 'aggression', 'tension', 'generosity', 'openness', 'begging'.
3/ When I looked at these images with Year 11, one student (without any prompting), said that they represented Scrooge's Stave 1 and Stave 6 selves respectively, drawing on 'tight-fisted hand at the grindstone' and comparing it to his open-handed generosity.
Read 20 tweets
1/ With exams looming nearer, I thought I'd do some threads on aspects of the #Literature texts. cc. #TeamEnglish. Here are some thoughts about HANDS 🤝 early on in #RomeoAndJuliet 🧵 Image
2/ Hands in the Prologue are synecdoche: they’re a stand-in for the dignified persons to whom they belong: Capulet, Montague and Escalus.
3/ With these names, we follow a similar logic: those are both the names of the houses and the men themselves, meaning that the staining of their hands with ‘civil blood’ 🩸 is the responsibility of their ‘houses’, not just them.
Read 10 tweets
Thread for ‘but is this happening in schools’ #Edutwitter. Yes it is. Firstly personal testimony: “the school nurse had referred her to the school counsellor [who] informed [her] that a hatred of one’s breasts could be an indicator of a non-binary”…
More testimony: “I am utterly horrified at what was taught at a PSHE lesson at my school recently. It was to a group of children, most are 11-12 years old. It is so, so much worse than I thought.” #Edutwitter #DiverseEd #LGBT…
More personal testimony: “We did request to see their transgender policy and it was kafkaesque – it repeatedly conflated sex & gender… & downplayed the effects of binders, blockers and hormones” #Edutwitter #WomeEd #PSHEPeeps…
Read 105 tweets
Cat’s out of the bag. Colleagues across STEP and Complete Maths have been working to bring our granular punctuation, grammar and sentence curriculum. With their platform and our teaching expertise, we think we have got something that will help really help…
colleagues across primary and secondary understand what their journey has been like from Y1 and how we can best teach some of these ideas. It’s very much ‘beta’ right now. At STEP we are still full time leaders and teachers who are going through each granular goal…
With as much information as possible to support the teaching.

I know some people have asked about the sentence curriculum since Primary huh, and this is it. Get a free account by signing up at

Please retweet widely and bear with us while we populate it.
Read 9 tweets
English teachers: In this🧵, I'll share some research & articles to convince you genre matters more than you think it does, regardless of grade span. AND if you read to the end, I'll share a free resource to help you take action! Take 5 mins & join me!... #literacy #teamenglish
...Let's wade in slowly — with some Renaissance Art! Check out this painting from Giuseppe Arcimboldo: an upside-down fruit bowl almost immediately looks like a face to us: something called "pareidolia." Our brains are trained to see it based on our experience. (cool, right?)… Image
…You've likely experienced this at school. Eye-tracking research suggests that experienced teachers notice different things than novice ones when they watch videos of instruction (e.g. spotting un-engaged students).… Image
Read 11 tweets
3 years ago, we made 📖reading for pleasure📚our focus @FearnhillSchool. 56% of yr 7 cohort had below chronological age reading age and 29% struggled with phonics. So, how did we do it? Here's 1 powerful thing we did that worked. #teamenglish #Reading
@FearnhillSchool We started with the English KS3 curriculum by teaching yr 7 & 8 2 challenging novels back-2-back according to the 'faster read' approach from the @SussexUni 'Just reading' study where 2 novels are read at a faster pace, pausing for vocab work and comprehension checking.
How did we do it? Well, we made sure that SLT knew what to expect when visiting lessons; reading, reading and more reading! Very little writing in books
Read 10 tweets
English teachers: I’ve seen a number of requests for stories that could be read & discussed within a *single* class period. So, let’s do a fast 🧵. I’ll share a linked story with a possible discussion Q, imagining the following thumbnail lesson plan for secondary English…
… 1) start w/an opening activity that asks s’s to retrieve relevant knowledge 2) s’s read/annotate, jot their own q’s & answer the discussion prompt 3) turn&talk in partners or sm groups, then class discourse 4) s’s “stamp” takeaways/connections to their lives & current study…
… 5) s’s revise/develop their initial response to close class. I’ll share a resource at the end of this thread, but for now, let’s go!..
Read 12 tweets
@FearnhillSchool has recently gone from RI to Good and our approach to reading across school was mentioned in the report as a strength. This thread outlines the way we run reading interventions and outlines some of the challenges and things that worked for us 🧵
We started by training a few key people to deliver reading fluency/echo reading sessions and administer the YARC test. Huge thanks goes to @HertsEnglish and @HfLSecondaryEng for their fantastic training and support.
We tested our KS3 students with the YARC single word reader test - quick and simple and only needed 5 mins out of lesson - then YARC tested any with below age reading. Planned 4 strands for intervention to ensure sessions were tailored to needs…
Read 12 tweets
I marked 500 GCSE Paper 2s this year. It was a genuine joy. Here are some top tips I learned to help your students access top marks! @Team_English1

1. Q2 works best when students take one like-for-like inference and create layers of inference. Depth is the best way forward!
2. Q3 - subject terminology often hindered rather than helped. The only way to move up the marks is focusing on effects and focusing on terminology often meant effects were placed second.
3. Q3 - comments on effects need to be contextualised. Get students to ask themselves “would my analysis work if I changed the key word/language I’m analysing”. If the answer is yes, they haven’t got to the key root of the effect of that word.
Read 12 tweets
I marked Literature GCSEs this year... A few generic reflections on what successful candidates did...

Firstly, Macbeth

1. Some great planning using Begining/Middle/End. This then allowed the candidate to look at the question and explore the concept throughout the play. (CTD) worked as both a plan and essay structure, allowing for the concept in the question to be fully explored.

2. Looking at methods holistically - motifs e.g blood and how these evolve throughout the play. Use of soliloquy etc. Still lots of candidates commenting on word class
... which is often wrongly identified and not helpful when so much can be said about the form of the play and theatrical methods used.
Read 7 tweets
@Team_English1 #teamenglish #EAL #Ukraine
I keep seeing lots of Tweets asking for help as a school has got new students coming from Ukraine with no English
Here are some useful sites and resources
1. A webinar for supporting new refugee arrivals…
2. A webinar specifically for welcoming Ukrainian arrivals…
3. A webinar specifically for supporting new refugee arrivals in primary schools…
Read 32 tweets
Several messages asking for exam marking recommendations. I’ve never outsourced but I know many who have used @ChapterEdu and they come highly recommended. A few things to note when outsourcing marking:
💫 ensure to carry out due diligence to ensure… ⬇️
The company are legitimate and able to trade as such.
💫 Exercise caution around any explicit mention of exam board specialisms. Examiners are breaking terms of appointment if they use their role in a commercial capacity: Image
💫 Ask questions around the company’s rigour to ensure their data is reliable. If public funds are going to be put to outsourcing marking, it’s crucial that it’s going to result in data that will be at least more reliable than any possible teacher bias that may have occurred..
Read 5 tweets
I haven’t had a push on this for a while. With the help of lots of you lovely English teachers and some fancy website plug-ins, I’ve collated a list of diverse texts for KS3.

CAN YOU HELP make this resource even better? Keep reading thread 🧵🧵🧵…
If you’ve read something great recently which you think would work for KS3, please take a moment to fill in the simple form on my website, then let me do the rest!

- prose, poetry, drama
- fiction, non-fiction
- diverse voices & perspectives
I’d also love to have some texts in translation, transcriptions of performance pieces, graphic novels - basically anything which is high quality and will engage young people, broaden experiences and ideas.
Read 4 tweets
A short thread on five things for students to remember and write about in Jekyll and Hyde #TeamEnglish

Hyde only appears under the cover of darkness...

The trampling; the meeting with Utterson; the murder of Sir Danvers Carew; the meeting with Lanyon.

Enfield’s appearance in chapter one hints at the double lives of respectable Victorian men...

Enfield recounts how he was ‘coming home from some place at the end of the world’ very early in the morning.

Read 6 tweets
A short thread on five things for students to remember and write about in Macbeth #TeamEnglish

Evil deeds take place at night...

Lady Macbeth’s scheming; the murder of Duncan; Macbeth’s second visit to the witches.

Stormy weather signifies disruption...

Storms accompany the prophecies; Duncan is murdered amidst a storm; the apparitions appear to thunder.

Read 6 tweets
A short thread on eight Biblical allusions from the AQA Power and Conflict poems:

Charge of the Light Brigade
War Photographer

London, by William Blake

‘And blights with plagues the marriage hearse’ (line 16)

Menacingly evocative of the traditional vows: ‘in sickness and in health, to love and to cherish, till death us do part’.
Charge of the Light Brigade, by Alfred Tennyson

‘Into the valley of Death / Rode the six hundred’ (lines 7-8)

A reference from Psalm 23 that conveys the inevitability of death and the spiritual significance of the sacrifice.
Read 10 tweets
Clearing out my notes! So a quick thread on contextual knowledge for Jekyll & Hyde:

1. When Stevenson first wrote J&H, his wife, Fanny was appalled & he burned the 1st manuscript. He then rewrote it & it was hugely popular. 40k copies sold in the UK & 250k copies sold in the US.
2. The character of Jekyll might be inspired by siblings Thomas & Jean Weir - both devout Christians. Thomas confessed to leading a double life - committing various offences in his spare time including incest and witchcraft. Both were hung. More here:…
A line by Thomas Weir: “let me alone. I have lived as a beast. I must die as a beast.”
Read 12 tweets
A thread on some links between art and literature...
All available in an editable booklet >>… #TeamEnglish
Sethos I Before Horus, by Unknown Artist (c.1280 BCE)

Sethos I was the father of Ramesses II (also known as Ozymandias). In the wallpainting, Sethos is receiving pharaonic regalia to emphasise his power and military success.

Link: Ozymandias, by Percy Bysshe Shelley
Mona Lisa, by Leonardo da Vinci (1503)

The smile of Mona Lisa, also known as a Lisa Gherardini, is playful and ambiguous – almost like she is hiding a secret.

Link: My Last Duchess, by Robert Browning
Read 15 tweets
From today’s judgement in the #KeiraBell case: “The third Intervener is @Transgendertrd, an organisation that provides evidence- based information & resources for parents & schools concerning children with GD. @cwknews is the director of that organisation...
she has filed a witness statement in these proceedings.
She set out concerns about the lack of evidence as to the impacts & effectiveness of PBs & in relation to which patients it is most likely to help. Much of her evidence focused on the increase of referrals to GIDS of...
teenage natal girls & the cultural factors, including material on the internet & social media, which may play a part in this. She said that GIDS does not offer young people with GD a range of ways to interpret their experience, & the GIDS pathway offers a minimal challenge to...
Read 4 tweets
Lots of discussion about Of Mice and Men at the minute. Fascinated by it. I am not particularly wedded to it as a text, but I do appreciate its structure and language. Some thoughts on Crooks that most not be forgotten. #teamenglish @DiverseEd2020
The novella’s only black character is called the n word and treated badly by other characters - an inescapable fact. Teaching the text requires us to contextualise the language, gauge the impact of using the word etc. I have always pre-taught that aspect with warnings about it
And questioned the use of the word. I stopped saying the word out loud years ago when reading aloud as it makes me uncomfortable and students uncomfortable. But I have continued to teach the text. Why?
Read 7 tweets
A short picture thread around preparing for an assessment in English and the follow up activities post marking #ukedchat #teamenglish ...
We started by going through the exam details (timings, marks, key skills). After this we talked through a question together, annotating and picking apart what it was asking us to do and mistakes to avoid/things to include in an answer.
Next, we wrote an answer as a class under the visualiser which students did in their books at the same time. We wrote in every other line. In a second colour, we annotated what made it a good answer. I purposefully made mistakes and crossed things out to highlight common errors.
Read 11 tweets
THREAD: Found my grandmother’s O Level exam papers from 1954.
(kids got to keep their papers? 😮)

They’re fascinating.

Do we demand more or less of kids today?
What do the papers tell us about the curriculum in 1954?
Could you answer the questions?

Mathematics Paper 1.

Mathematics Paper 2

Read 15 tweets
It is heartening how many individuals & businesses have responded to @MarcusRashford’s appeal to help children needing #FSM over half term. It is really encouraging that many people care about keeping children safe & healthy so they can grow up in the best possible circumstances
#safeguarding must always come first though. We are alarmed at some of the offers of help we have seen. We must not normalise unsafe practises such as encouraging online contact from kids, going to meet adults they don’t know & taking gifts from strangers. Safeguards must be used
We know people want to help but this must be done safely or the consequences could be severe. Sadly children have frequently been groomed with food. The guardian has reported here. Boys are more usually groomed into the drug trade. #ENDCHILDFOODPOVERTY
Read 6 tweets

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