Authors

Greater focus on the importance of the early years is positive, but only if we are careful not to undermine the good work already happening in this phase, says Jon Severs

A good knowledge of grammar leads to better writing, says Jon Severs, but that doesn’t necessarily mean pupils should be drilled in technical terminology

Teachers need time to recover and recalibrate after battling through all the Covid disruption – but the next few months will offer few opportunities for that, argues Jon Severs

Government language in its efforts to improve literacy and numeracy is unacceptable and unhelpful, says Jon Severs

With the research on cognitive science embedded, we should seek out new areas to boost learning, says Jon Severs

Words wield power – but let’s not forget the ‘how’ and ‘what’ conversations when it comes to the way vocabulary is taught, says Jon Severs