Reposted by @clarefeeneyuk.bsky.socialWord Aware @wordaware.bsky.social · 20/09/2026Thetford in Norfolk has been in the news recently for all the wrong reasons, but it has a long multicultural history. Thetford had Britain's first black mayor as well as the contributions of the Duleep Singh family below. 011
Reposted by @clarefeeneyuk.bsky.socialDamsonEd @damsoned.bsky.social · 15/09/2026Absolutely. And she should also be questioning the choice of 2 white men, from favoured MAT backgrounds to write the new curriculum materials. Diversity is an essential aspect of RfP . 121
clarefeeneyuk.bsky.social @clarefeeneyuk.bsky.social · 15/09/2026Powell told to revamp the 'dispiritingly dull' English (Literature) curriculum. Ok, good, but how about the English Language one too. 162
Reposted by @clarefeeneyuk.bsky.socialDamsonEd @damsoned.bsky.social · 11/09/2026This is interesting. A complaint was made about the PISA sample being upwardly skewed for the last set of results as well. More evidence to suggest that perhaps the outcomes are not as reliable as some would say. 133
Reposted by @clarefeeneyuk.bsky.socialBarbara Bleiman @barbarableiman.bsky.social · 09/09/2026An important fresh bit of research on the KS2 grammar test & whether it improves writing. It's important because it tracks actual students, their scores & answers in the test through to their GCSE written work. Spoiler: it does not improve their writing! theconversation.com/compulsory-g...theconversation.comCompulsory grammar tests in England’s schools aren’t improving children’s writingTeachers have gained some skills, but the GPS test is not an effective means of helping pupils become better writers. 0105
Reposted by @clarefeeneyuk.bsky.socialHester L-J @starcrossed2018.bsky.social · 10/09/2026Ian McDiarmid's Lear is one for the ages. It's on for another 10 days... www.sheffieldtheatres.co.uk/events/king-...sheffieldtheatres.co.ukKing Lear | Sheffield Theatres‘Speak what we feel, not what we ought to say.’ In an attempt to spend the remaining years of his life unburdened by the pressures of monarchy, King Lear 261
Reposted by @clarefeeneyuk.bsky.socialDamsonEd @damsoned.bsky.social · 10/09/2026I’m so pleased this article has been written. I can think of so many more “pieces of data” which suggest that the English Ed-system needs to reflect hard on what it is doing. Not least the latest attendance figures. As Christian says, be wary of confirmation bias. And be cautious about fluency. 031
clarefeeneyuk.bsky.social @clarefeeneyuk.bsky.social · 11/09/2026Cohort details are important to clarify too. This would skew the 'data'. 'There are also some signs that England’s sample of students was upwardly biased, with a much lower percentage of students on free school meals or with special educational needs and disabilities than some other countries.' 134
clarefeeneyuk.bsky.social @clarefeeneyuk.bsky.social · 08/09/2026In our whole-school T&L CPD today, I included @cmooreanderson.eurosky.social's work on live-modelling (diagrams), talk-rich classrooms and teaching without PowerPoint. It generated lots of really good discussion about active learning & inclusive classrooms. Thanks Christian. 173
clarefeeneyuk.bsky.social @clarefeeneyuk.bsky.social · 05/09/2026Interesting for A Level English Language teachers and anyone who is curious about youthspeak. 053
clarefeeneyuk.bsky.social @clarefeeneyuk.bsky.social · 04/09/2026Please donate if possible. The IFRC works closely with the Nepali Red Cross who are an excellent organisation. I know because I lived there for a few years & have many Nepali friends, several of whom have volunteered for the Red Cross. 122
clarefeeneyuk.bsky.social @clarefeeneyuk.bsky.social · 04/09/2026Please sign the petition for #Nepal and climate justice. 110
Reposted by @clarefeeneyuk.bsky.socialNational Literacy Trust @literacytrust.org.uk · 04/09/2026As we embark on a new term and academic year, we are here to support teachers all year round with leading CPD across all disciplines. Find out more about our autumn term training offers for primary and secondary: loom.ly/UXp-DaA 033
Reposted by @clarefeeneyuk.bsky.socialWord Aware @wordaware.bsky.social · 27/08/2026DLD is common and has real life consequences. It needs those who know about it to make some noise to build a better world for those with DLD (Developmental Language Disorder) #DevLangDis. And #DLDday is coming up on October 16th so join in and make a difference. @radld.bsky.social 075
Reposted by @clarefeeneyuk.bsky.socialMark Goodrich @markgoodrich.bsky.social · 22/08/2026Just noticed that @literacytrust.org.uk is here although limited posting so far. Follow them and encourage them to post some more! 292
Reposted by @clarefeeneyuk.bsky.socialPriyamvada Gopal @priyamvadagopal.bsky.social · 20/08/2026We don't point out enough that 'race realism' is a discredited Victorian theory and has absolute ZERO scientific or academic standing. We don't even need to visit the bigotry route. 0308
clarefeeneyuk.bsky.social @clarefeeneyuk.bsky.social · 18/08/2026Peak Heritage. Funny, relatable. No, I've never been a gatejammer (ahem). www.theguardian.com/technology/2...theguardian.comDickovers, baggravation and botiquette: 18 new words to describe our tech hellscapeThere are many tech irritants that are a scourge of modern life, yet we have lacked the vocabulary to describe them ... until now 011
Reposted by @clarefeeneyuk.bsky.socialDamsonEd @damsoned.bsky.social · 18/08/2026I agree. Writing about what you understand is a powerful way of organising and checking your understanding, using new vocabulary and writing in the style of the subject. Reading can be multi-modal, can be in question form, or even a report of what has been done. 031
Reposted by @clarefeeneyuk.bsky.socialChristian Moore-Anderson @cmooreanderson.eurosky.social · 11/08/2026NEW POST ↓↓↓ ● Teaching with the wrong ends of the constructivist stick christianmooreanderson.com/teaching-wit... 42814
Reposted by @clarefeeneyuk.bsky.socialclarefeeneyuk.bsky.social @clarefeeneyuk.bsky.social · 17/08/2026Yes, they offer seductive (and superficial) 'data insights' from multiple angles (eg time spent reading, wpm). It's appealing to time poor teachers & leaders bc it's easy to track 'engagement'. In no way do these tools 'teach' reading yet they are very popular (the new fad) across sec schools. 152
clarefeeneyuk.bsky.social @clarefeeneyuk.bsky.social · 17/08/2026This. Data collection and compliance oust robust reading pedagogy. 031
clarefeeneyuk.bsky.social @clarefeeneyuk.bsky.social · 16/08/2026And... students also spend time out of school on edtech completing allocated homework. 021
Reposted by @clarefeeneyuk.bsky.socialEngLangBlog @englangblog.bsky.social · 16/08/2026This is a good read: www.theguardian.com/commentisfre...theguardian.comHow can we talk about this extreme weather now that it’s a battleground in the culture wars? | Andy BeckettWeather forecasts once gave Britons something safe to chat about. Not any more, and that’s a problem for the experts – indeed, for all of us, says Guardian columnist Andy Beckett 293
Reposted by @clarefeeneyuk.bsky.socialDarren Chetty @darrenchetty.bsky.social · 27/07/2026'We often talk about the power of reading. But as educators we should be equally attuned to the reading of power.... It may be churlish to look a gift horse in the mouth. It is downright irresponsible to fail to investigate potential Trojan horses.' booksforkeeps.co.uk/article/on-r...booksforkeeps.co.ukOn Royal Horses, Mickey Mouse, and Impossible Creatures – Books For Keeps 086
Reposted by @clarefeeneyuk.bsky.socialAlison Stenning @alisonstenning.bsky.social · 26/07/2026If you’re in the north-east and/or have north-east followers, please share this; the tides over the next week make the clean-up critical. The info below covers North Tyneside but there are similar volunteer networks in South Tyneside. 088
Reposted by @clarefeeneyuk.bsky.socialIan Cushing @iancushing.bsky.social · 25/07/2026our framework offers an alternative to oracy initiatives which reproduce deficit thinking about language, treat oracy as a depoliticised entity, overlook multilingual abilities, reproduce ableist ideologies about communication, and frame oracy as a language-based solution to structural problems. 0105
Reposted by @clarefeeneyuk.bsky.socialRob Drummond @robdrummond.bsky.social · 23/07/2026I've got a new book coming out soon - Manchester Voices: Accents, Dialects and Identities - published by @cambup-linguistics.cambridge.org. And right now @waterstones.bsky.social are offering 25% off if you pre-order it! Use the code SUMMER26 today or tomorrow. #WPreorder #ManchesterVoices 1179
Reposted by @clarefeeneyuk.bsky.socialEngLangBlog @englangblog.bsky.social · 16/07/2026www.bbc.co.uk/news/article...bbc.co.ukMocking regional accents is last form of acceptable discrimination, says MPMPs debated how prejudice against strong regional accents could affect social mobility in Westminster Hall. 1137
Reposted by @clarefeeneyuk.bsky.socialBarbara Bleiman @barbarableiman.bsky.social · 17/07/2026New report on Reading for Pleasure, from the House of Commons Education Committee, took lots of evidence & offers many very significant ways forward. The quotations below are a clarion call for major change at secondary level & particularly GCSE English. committees.parliament.uk/publications... 183
clarefeeneyuk.bsky.social @clarefeeneyuk.bsky.social · 18/07/2026Pleased to see these 'Positive Steps' & the call for a National Strategy. Encouraging recommendations, including wider text choice GCSE English Lit, use of school library & library lessons, y8 Reading test to support R4P 1 241
clarefeeneyuk.bsky.social @clarefeeneyuk.bsky.social · 18/07/2026This is worrying and has huge consequences for secondary schools. Would anyone like to take up Ross' invitation to offer thoughts? 142
clarefeeneyuk.bsky.social @clarefeeneyuk.bsky.social · 11/07/2026The @englishassociation.bsky.social newsletter has a range of good articles about Language in English Studies. I've written something about Keeping language study alive in the English classroom. You can access it here if you are a member. englishassociation.ac.uk/english-asso...englishassociation.ac.ukNewsletter | The English AssociationThe English Association Newsletter reflects a range of activities, interests and keeps members informed of all our activities and publications. 054
Reposted by @clarefeeneyuk.bsky.socialDamsonEd @damsoned.bsky.social · 07/07/202610. Finally… there is no research base that validates reading fluency. Word reading focus only improves word reading pace (and only on that text). Reading is about comprehension - focus on that. It’s harder but if we want students to learn from reading (and we do), they must understand. 14/n 142
Reposted by @clarefeeneyuk.bsky.socialDamsonEd @damsoned.bsky.social · 07/07/20268. Even if a child has a diagnosis, it is only a guide. ASHD, SLCN (and more) are collections of behaviours and challenges. How a child behaviours in your school reflects your environment and the support they receive. If Ofsted cannot identify those with difficulties, you are doing well. 12/n 231
Reposted by @clarefeeneyuk.bsky.socialDamsonEd @damsoned.bsky.social · 07/07/20266. Be intentional about interventions you use; build a database/guide of those what work in your community and use them. Continue to evaluate them. Be clear about who they work for, the age phases, the type of educational challenge and under what conditions. Know this. Focus less on paper, 10/n 241
clarefeeneyuk.bsky.social @clarefeeneyuk.bsky.social · 09/07/2026I agree. Providing time during the school day is important. Don't expect the child to come before or after school for extra support/reading practice. 011
Reposted by @clarefeeneyuk.bsky.socialDamsonEd @damsoned.bsky.social · 07/07/20264. Use the research base to help identify possible changes to practice, but also draw on tactic knowledge in the school. The research base is always historic, often based on studies in other countries and is usually generic - this includes evidence from the EEF. Just one source of ideas. 7/n 121
Reposted by @clarefeeneyuk.bsky.socialDamsonEd @damsoned.bsky.social · 07/07/2026… is about learning. If a change works, hurray!; if it doesn’t, you learn something more about the child and are building a profile of them as learners. You can use this to tweak again. You will only know if it has worked, if you know what you want the intervention to achieve (see point 2). 6/n 151
clarefeeneyuk.bsky.social @clarefeeneyuk.bsky.social · 09/07/2026This is a great thread, drawing on signif experience of challenging school contexts. It represents a leadership philosophy that is collaborative, humble and reflective. 152
clarefeeneyuk.bsky.social @clarefeeneyuk.bsky.social · 07/07/2026There's much to think about & act on here for those designing the oracy framework. 141
clarefeeneyuk.bsky.social @clarefeeneyuk.bsky.social · 06/07/2026This sounds encouraging and I like the 5 principles to hold policymakers to account. Feels like we might be moving in the right direction - listening to young people's voices and understanding their diverse needs. 020
Reposted by @clarefeeneyuk.bsky.socialDamsonEd @damsoned.bsky.social · 06/07/2026IMO the key issue is the current obsession on “reading fluency” and the strange linear developmental progression that is being pushed by the DFE and others (phonics, fluency and then RC). This does not have any basis in the research literature. It is quite possible that it is doing harm. 043
Reposted by @clarefeeneyuk.bsky.socialDamsonEd @damsoned.bsky.social · 05/07/2026Unfortunately FFT have their new “test”. I imagine they would like it to become a standard test for schools to “prove” proficiency. Just for the record- there is NO causal evidence that teaching fluency helps with anything. Other than decoding words faster. And the correlational evidence is poor 253
Reposted by @clarefeeneyuk.bsky.socialChristian Moore-Anderson @cmooreanderson.eurosky.social · 20/06/2026NEW POST: ● Understanding isn't just knowledge (and how we can teach it) → christianmooreanderson.com/understandin... 1229
clarefeeneyuk.bsky.social @clarefeeneyuk.bsky.social · 18/06/2026I found out today that Newcastle will be the home for the new National Centre for Writing. Excellent news for the North East. If you know the city, it's right by the wonderful Lit & Phil building. 051
Reposted by @clarefeeneyuk.bsky.socialRoss Young @writingrocks.bsky.social · 17/06/2026The National Literacy Trust’s Report On Engaging Children & Young People In Writing: Our Review And Implications For Teaching Writing 👇 writing4pleasure.com/2026/06/17/t...writing4pleasure.comUnderstanding Why Young People Disengage from WritingExplore the National Literacy Trust report on why children disengage from writing. Discover factors affecting motivation and engagement in young writers. 043
Reposted by @clarefeeneyuk.bsky.socialRoss Young @writingrocks.bsky.social · 14/06/2026Here’s a nice little way of encouraging children to use ‘show don’t tell’. When reading their stories with friends, they can look for opportunities to ‘prove it!’. In the process, they’ll start to use show don’t tell. 👇 031
Reposted by @clarefeeneyuk.bsky.socialRoss Young @writingrocks.bsky.social · 14/06/2026Article in the Observer about the National Literacy Trust and my work as part of the Literacy Lab The University of Edinburgh 👇 observer.co.uk/style/featur... 042
clarefeeneyuk.bsky.social @clarefeeneyuk.bsky.social · 11/06/2026Breaking the mould: A social mobility journey through the arts and humanities. Great article @englishassociation.bsky.social 'However, the opportunity to pursue a humanities postgraduate degree without guilt is invaluable.' 1107