Literacy

Analysis: What’s really behind the DfE’s downgrading of the popular phonics programme, asks Tes reporter Amy Gibbons

To get maximum impact out of initiatives to help pupils in England catch up, schools should follow the three-tier Response to Intervention approach, suggests Megan Dixon

Ensuring teachers have knowledge of a wider range of black writers is key to pushing diversity, says poet Degna Stone

The right stories can do wonderful things around helping young people to understand other people’s feelings, according to the founders of Empathy Day

Letters and Sounds is out of the door – but what is coming in instead? And what do these changes mean for teachers?

For a while in lockdown, it seemed like everyone was talking about fronted adverbials – and the furore over this grammatical term highlighted a wider debate on the curriculum’s approach to writing. Liz Chamberlain and Rob Drane argue that expectations for writing need to move beyond the theoretical process and instead champion a powerful and exciting means of communication and self-expression

Schools need to create a culture that demystifies the writing process so that students can feel secure enough to expose their vulnerabilities on paper

Government says ‘Letters and Sounds’ framework has never been a ‘full’ phonics programme

When a child worries about finding reading hard, they may struggle to focus – and concerned parents can sometimes add to the stress, finds Megan Dixon

Schools can now apply to get on the second wave of the DfE-funded Nuffield Early Language Intervention programme

Picking which books students will study is a big decision – and shouldn’t just be about what is in the cupboard. Laura May Rowlands offers four key questions to help

Exam board asks teachers to vote on GCSE and A Level texts and module names. But what are the choices on offer?