David Didau

One of the biggest barriers to the successful implementation of an English curriculum is that all too often students are assessed on their ability to do things they haven't actually been taught. This may sound bizarre, but it is, I think, an inevitable product of the belief that English is a 'skills-based subject'. Let's say you teach students a unit on 'Greek myth,' 'a background to Shakespeare,' or Malorie Blackman's YA novel Noughts and Crosses. How will you assess students' progress? Typically, some theme or aspect covered in the unit is brought to the fore and then students are asked to [...]

The idea that education acts as a Matthew Effect that disproportionately benefits those who start with most is an uncomfortable but well-understood phenomenon. Everything we do in schools either widens the advantage gap between the most privileged and least privileged students, or narrows it. This is, I think, a real dichotomy: anything that, on balance, appears net neutral is in fact acting to keep the gap a yawning chasm of inequity. This allows us to look at any potential intervention or policy and ask whether it's likely to widen or narrow the gap. Take, for instance, Renaissance Learning's ubiquitous quizzing software, [...]

I think like many English teachers I've long been conflicted about the position of writing in the curriculum. On the one hand, of course writing is central to students' experience of studying English. Not only should we aim to make them technically proficient, but we should explicitly teach them how to master a range of written styles and genres. But, on the other hand, writing units are turgid. Although I always dreaded the moment in the academic calendar when the inevitable writing scheme of work hoved into view,  I felt guilty. Clearly, the fault was mine and I just needed to [...]