Events - June 2013
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14Jun2013
Cost: £230.00, Additional tickets: £210.00
Venue:
London (tbc)
LondonTeaching grammar creatively - London
With a clear curriculum and testing shift towards the importance of basic skills, this conference seeks to support primary practitioners to approach the teaching of grammar in creative, engaging and relevant ways. Developing essential skills is key but embedding the teaching of those skills creatively and linking those to purposeful reading and writing will be the focus for this practical day.
Speakers:
Sue Palmer, writer and presenter, and author of Toxic Childhood
What will I learn?
The grammatical knowledge required in the new English Curriculum for Key Stages 1 and 2
What teachers need to know about grammar and why
How children learn language and literacy skills and why 21st century children are finding it harder
A simple model for linking English teaching to work across the curriculum
“Fantastic sessions, every second was valuable and useful. I have left feeling excited and energised.”
Laura, Manchester, Autumn 2011
Agenda for the day
Welcome and introductions
Session 1: What teachers need to know about grammar and why
A quick look at the essentials of English grammar, including some ways it interlinks with spelling and punctuation, to develop teachers' understanding at their own level. This will be illustrated with child-friendly teaching methods which can be applied in a variety of contexts.Session 2: How children learn language and literacy skills, why 21st century children are finding it harder and what we can do about it
Time-honoured ways of helping develop children's language (and knowledge about language), revamped for a generation reared on screen-based entertainment. Again this is illustrated with practical examples of teaching methods, and linked to aspects of the new NC Programme of Study.Session 3: Two horses before the cart: a simple model for linking English teaching to work across the curriculum
English is the heart of the curriculum, so good teaching of English should always be linked to children's learning in general. This model, based on Sue's work in literacy and language over three decades, is offered as a way of helping turn grammatical knowledge into writing success.
