Tag Archives: Vocabulary

Knowledge Organisers: Making them worth more than the paper they’re written on

Posted on October 9, 2018 by classteaching

As we have previously blogged about here and here, we at Durrington are currently implementing knowledge organisers across the whole school. At the moment, we have knowledge organisers in place in all subjects for Year 9 and Year 10. The knowledge … Continue reading →

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Knowledge Organisers: Tackling the Misconceptions

Posted on September 20, 2018 by classteaching

Last week, Andy Tharby wrote about Durrington’s journey with knowledge organisers and in particular how we are using these to improve retrieval practice. Andy’s blog generated a lot of interest, perhaps because it taps into the current debate regarding the possible advantages … Continue reading →

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Using knowledge organisers to improve retrieval practice

Posted on September 14, 2018 by classteaching

At our school, all subject departments are in the process of creating knowledge organisers to support each unit of work. For the uninitiated, a knowledge organiser is a simple tool that provides clarity for both teachers and students. A successful … Continue reading →

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Bright Spots

Posted on September 13, 2018 by classteaching

We have got off to a great start at Durrington High School and visiting lessons over the past few days made it clear why this has been the case. In all of the lessons that we saw, the students were … Continue reading →

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Mobilising the evidence – Part 2

Posted on March 7, 2018 by classteaching

On our January INSET day, five teachers presented to the rest of the teaching staff, about how they had taken the research evidence that had been presented to them at previous INSET days and other CPD activities and mobilised it … Continue reading →

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Explicit Vocabulary Instruction in PE

Posted on March 1, 2018 by classteaching

Back in November Fran Haynes wrote a blog detailing how and why explicit vocabulary instruction had become the new focus for our whole-school literacy policy (you can read it here).  From the myriad of literacy strategies this was the one we … Continue reading →

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Mobilising the Evidence

Posted on January 29, 2018 by classteaching

One of the most important roles for Research Schools such as us, is to support teachers and leaders who work in schools and colleges to mobilise the research evidence that is out there, so that it can make a positive … Continue reading →

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Explicit Vocabulary Instruction as a Whole-School Literacy Strategy

Posted on November 29, 2017 by classteaching

Whole-School Literacy: Where to Begin Last week at Durrington High School we spent a part of our INSET refocusing our whole-school literacy strategy. This began through comparing literacy to a toolbox that students can, and should, have available in every curriculum area. In … Continue reading →

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Words

Posted on October 8, 2017 by classteaching

In ‘Bringing Words to Life’, Beck, McKeown & Kucan talk about three tiers of words that students will be exposed to during school: Most students come to school with a good tier 1 vocabulary.  Those students who come from a … Continue reading →

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In the news…

Posted on May 1, 2017 by classteaching

This week, Andy Tharby is launching something new at Durrington High School.   As we know, many of our students grow up in homes where national news and current affairs are not discussed regularly. This plays a part in forming a … Continue reading →

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