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A cross-specification course to reinvigorate both your own reading of Hamlet and your teaching strategies. The course will provide a wide range of critical and creative approaches to analysing the text, balancing close reading with an overview of the whole, in its literary, generic and dramatic context. The day will explore strategies both for getting the play read for a first time and revisiting it at revision. Dr Eric Langley, UCL, will join us to give a lecture and explore your questions.

Creative and critical approaches to reading and analysing the text

Effective ways of engaging with criticism to extend responses

The play in its literary and generic context - critical engagement with tragedy

Revisiting the play for revision.

EMC, 44 Webber Street, London, SE1 8QW

How to get to the English and Media Centre

National Rail:

Waterloo and Waterloo East are within 10 minutes walk

Underground:

Southwark on the Jubilee Line

Waterloo on the Jubilee, Bakerloo, Waterloo & City and Northern Lines

Buses:

The following bus routes go close to Webber Street: 1, 139, 168, 171, 172, 344

Lucy Webster

Lucy Webster has been an advisory teacher at EMC since 1999. She is co-editor of emagazine, runs courses and writes and edits publications, specialising in A Level English Literature. Recent publications include Doing Close Reading, Studying A Streetcar Named Desire, Studying Hamlet and Exploring Mrs Dalloway. She edited The Literature Reader and co-edited What Matters in English Teaching.

Emma Barker
Emma Barker worked as an English teacher for many years in London schools, leading each of the key stages before becoming Head of English. At the EMC since 2016, she ran the English with media/drama PGCE course until 2023 and continues to teach the English side of EMC's Media with English PGCE with Goldsmiths, as well as working on student conferences and A Level courses at the Centre

Eric Langley

Eric Langley is an Associate Professor in Literature at UCL, where he lectures on Shakespeare and Renaissance Literature. He has published two academic books with Oxford University Press, the first on Suicide and Narcissism in the Works of Shakespeare and His Contemporaries, and the second entitled Shakespeare's Contagious Sympathies, from which material for his lecture will be drawn. He has also published his own poetry, and was nominated for the Felix Dennis award for Best First Collection at the Forward Prizes in 2017 for his collection, Raking Light (Carcanet).

Bookings for this course will close at 8am on Friday 15th March 2024 or when capacity is reached, whichever is the sooner.

This course must be booked online.

To book this course you must be signed into one of the following accounts:

UK Educator Admin (purchasing)

UK Teacher - Home Address Only

UK Private Individual

Overseas

If you have a UK Educator Standard (purchasing) account you till not be able to book the course. Sign in to your account and add it to your Wishlist. See the list of people able to book courses at your organisation by clicking 'My Account', then 'Our Admin Users'.

1. Click 'Book now' (right-hand column).

2. Add the number of places you need.

3. Fill in the names and email addresses of the people attending. To secure your place, please make sure you add the attendee details immediately and checkout within 9 minutes. Otherwise the booking will expire and you will have to begin the process again. The joining information and post-course email will be emailed to both the person booking the course and the attendee.

4. Click submit and then Go to basket.

5. Checkout.

6. Please pay by card if you can. If you need to pay by invoice, you must be signed into a UK Educator Admin User (purchasing) account. You will not be able to request an invoice if you have one of the short courses in your basket at the same time. These must be paid for in advance.

7. Once you have booked your place, you will see a screen indicating your order has been a success. You may want to make a note of your order number. The person making the booking and the attendee will also receive an automatic acknowledgement of your booking.

8. When the course has reached viable numbers, this will be indicated on the course page on the website and you may wish to book your transport. If you booked before this message was displayed, we will notify you by email when viable numbers have been reached. Of course you are free to book your transport when you wish, but please note our terms and conditions (if the course has to be cancelled we can only refund the course fee).

9. Please note, if a course has to be cancelled for reasons beyond our reasonable control, you will not be charged for the course and will receive a refund if you paid in advance. However, personal arrangements including travel, accommodation or hospitality relating to the course which have been arranged by you or your institution are at your own risk and not refundable by us.

Bookings Close:

8.00AM on 15 Mar 2024

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EMC CPD Face to Face: Refresh Your Teaching of Hamlet for A Level Literature

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English & Media Centre - The English and Media Centre is an independent educational charity with a national and international reputation as a Centre of Excellence. It is a development centre, serving the needs of secondary and FE teachers and students of English and Media Studies in the UK and beyond.

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A discussion on the continuing resonances of Gothic literature, offering fresh insights and ideas for the secondary classroom, from KS3-KS5.

Fresh ideas for teaching Gothic literature in context, drawing on the British Library's rich Discovering Literature website.

Join professor of 18th century literature Mary Fairclough, teacher and member of NATE's Reviewing Literature Working Group Aaishah Rauf, and teacher Patrick Cragg for a rich discussion on the Gothic.

Professor Mary Fairclough will discuss Gothic fears and mysteries within science and modern technology and the Gothic contrast between past and present, drawing on themes within Frankenstein and contemporary anxieties around modern-day technologies.

Aaishah Rauf will offer a new perspective on Frankenstein by looking at the Gothic conventions through the lens of Empire and postcolonialism.

Patrick Cragg will consider how to present the genre's ideas in a student-friendly way, helping learners become skilled readers of the Gothic, using rich sources from the British Library's Discovering Literature website.

Following the event, delegates will receive a digital resource pack, featuring practical teaching ideas using a range of Discovering Literature collection items to strengthen students' understanding of the historical, social and political context of the genre.

The British Library will use your personal data in an anonymous format to improve the services we offer and ensure we are reaching a diverse range of customers to perform the tasks which we carry out in the public interest, and to provide the details you need to access this online event. If you opt in to receive marketing from us, we will use your contact information for this purpose. For information about how the Library will use your personal data, you can view our Privacy Policy.

Image: The frontispiece illustrating the monster from Mary Shelley's Frankenstein, published in 1831.

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A discussion on the continuing resonances of Gothic literature, offering fresh insights and ideas for the secondary classroom, from KS3-KS5.

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Browse our qualifications support, teaching skills, subject expertise and leadership and management courses for primary and secondary teachers.

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Funky Pedagogy: Macbeth and The Bible (£5)

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Funky Pedagogy: Macbeth and The Bible (£5)

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EMC course: Thursday 30th November @ 2pm

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EMC course: Thursday 30th November @ 2pm

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Macbeth: ‘what, you egg’: the structural and thematic significance of Macduff’s son

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Macbeth: ‘what, you egg’: the structural and thematic significance of Macduff’s son

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Macbeth: an artefact of a plague-ridden era

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Macbeth: an artefact of a plague-ridden era

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Macbeth: the unconscious mind and evasion of guilt

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Macbeth: the unconscious mind and evasion of guilt

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Expectations vs reality: Dickens' Idealism

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Expectations vs reality: Dickens' Idealism

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Dickens' Idealism in A Christmas Carol: Damon Hesford

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https://www.englishandmedia.co.uk/cpd-and-consultancy/courses/emc-cpd-face-to-face-creative-writing-for-key-stage-3-2523

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Please note: this one-day, face-to-face course was originally scheduled to take place at the English and Media Centre on Tuesday 2nd May, a day when some teaching unions are taking industrial action. If you booked this date your booking has automatically been transferred to the 17th October - you will have received an email about this.

This one-day face-to-face course will take place at The English and Media Centre, Webber Street, London on Tuesday 17th October (see right for address and map).

Course content

This course uses the real-life skills of professional writers to improve Key Stage 3 students' creative writing. You will learn how inspiration works and how we can use it to begin and give shape to more original, rich and exhilarating narrative writing. We will start by thinking about the unconscious mind, looking at the discoveries and innovations that have come from it and its influence in literature and the other arts, before looking at what writers say about how they use inspiration in their writing. You will apply these ideas in a practice short story of your own, which we will start and develop over the day as a model for creative writing teaching. Tom will use his experience as a KS3 teacher as well as editor, publisher and lecturer on writing craft, to help develop your understanding of the nature of writing fiction and explore the possibilities for students' fiction writing beyond that of purely a GCSE requirement. With a new understanding of the white heat of inspiration, you will be able to give young writers the opportunity to explore and express their own unique creativities.

What will the course cover?

Key theories and case studies on the nature of inspiration

Resources and ideas for a unit of learning on the short story

Suggestions for harnessing creativity in students' writing, as well as the interaction of the unconscious with the conscious decision-making process

An understanding of the benefits and applications of fiction writing, including helping students aspire to a career in publishing or as an author.

Course tutor: Tom Conaghan

Tom is the publisher of Scratch Books, where he has edited the Reverse Engineering series of books that explore the craft of authors' fiction. He is also the fiction editor of Bandit Fiction Literary Journal, commissioning editor at short story organisation The Word Factory. His essays and reviews have appeared in the Observer, Times Literary Supplement, I rish Times and LA Review of Books. His fiction has been published in a number of magazines and been nominated for the Shirley Jackson Award and the Pushcart Prize. He has worked as a Key Stage 3 English curriculum leader in Haringey since 2008, and lectured at the Creative Writing departments at Manchester, Bath Spa, Royal Holloway and Edge Hill Universities.

How to book your place

Bookings for this course will close at 8am on Thursday 27th April, or when capacity is reached, whichever is the sooner.

This course must be booked online. If you pay by card that is a big help to us as a small, not-for-profit organisation. Please only ask to be invoiced if required by your school. If you need to pay by invoice, you must be signed into a 'School User' account. You will not be able to request an invoice if you have one of the short courses in your basket at the same time. These must be paid for in advance.

To book a place on this course, first sign into your account on the website, or register one if you need to.

Click 'Book online' (right-hand column) and fill in the name and email address of the person attending the course. The joining information and post-course email will be sent to this address.

If you are booking for more than one person, repeat the process.

Then hover over your basket (top right) and click checkout. You cannot update number of places booked from within your basket. If you want to book another place on the course, return to the course page and go through the same process.

Once you have booked your place, you will see a screen 'Your order was a success!' You may want to make a note of your order number. You will also receive an automatic acknowledgement of your booking.

When the course has reached viable numbers, this will be indicated on the course page on the website and you may wish to book your transport. If you booked before this message was displayed, we will notify you by email when viable numbers have been reached. Of course you are free to book your transport when you wish, but please note our terms and conditions (if the course has to be cancelled we can only refund the course fee).

Please note, if a course has to be cancelled for reasons beyond our reasonable control, you will not be charged for the course and will receive a refund if you paid in advance. However, personal arrangements including travel, accommodation or hospitality relating to the course which have been arranged by you or your institution are at your own risk and not refundable by us.

​Accessibility

Please contact us to discuss any accessibility requirements you have.

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English & Media Centre | EMC CPD Face-to-Face: Creative Writing for Key Stage 3 (17.10.23) | Courses at EMC | CPD & Consultancy

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Please note: this one-day, face-to-face course was originally scheduled to take place at the English and Media Centre on Tuesday 2nd May, a day when some teaching unions are taking industrial action. If you booked this date your booking has automatically been transferred to the 17th October - you will have received an email about this.

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This course will take place online on Tuesday 27th June from 2-3.30pm.

Have we become too focused on narrow forms of critical writing at KS3 and beyond? Is this narrowing impacting on students' writing (and reading) development? Are there other and better ways of taking students on the journey towards becoming brilliant writers about texts? This course will address these questions, with some practical suggestions for different approaches and angles.

What will the course cover?

Why we should be concerned about a narrow focus on particular forms of critical writing

Introducing alternative and additional approaches, such as journaling, exploratory writing, blogging, creative-critical writing and other kinds of literary critical responses to texts

Examples of student writing in these different forms, to demonstrate to teachers (and students) what they offer.

Further details

This course will be recorded but participants will not be audible or visible.

After the session you will receive the PowerPoint presentation, any resources used on the course and a £10 voucher to use against any purchase on www.englishandmedia.co.uk

Vouchers can only be redeemed online.

Only one voucher can be used per purchase.

Vouchers expire after 6 weeks.

A recording of the session will be available for 7 days after the event.

Resources

If relevant, course materials will be sent the day before the course in the email with your joining instructions. Please either print these out or have them available on screen during the session.

Course tutors: Barbara Bleiman and Andrew McCallum

Barbara Bleiman is an education consultant at EMC, co-editor of emagazine and the author of What Matters in English Teaching. She writes blogs and articles about education and has written or co-written many EMC publications for the classroom, including several resources on poetry, novels and language study. Among these are Doing Close Reading, Studying The Handmaid's Tale, Sight/Unseen Poetry, KS3 Poetry Plus, as well as Curriculum Conversations: Going on an Odyssey. She takes the lead on EMC's project on group work, 'It's Good to Talk' and has a strong interest in ideas about the curriculum, developing the idea of 'cultural conversations' as a challenge to the notion of cultural capital. In 2019 she was awarded the NATE Award for Outstanding Contribution to the Teaching of English. She is also a Fellow of the English Association. Barbara is the author of two novels, Off the Voortrekker Road and Accidents of Love, and has recently published a collection of short stories, Kremlinology of Kisses.

Andrew McCallum is Director of the English and Media Centre. Prior to that he ran a PGCE course in secondary English, and previously he taught for 15 years in London schools, spending most of that time at Acland Burghley School in Camden. He holds a doctorate in education, is author of Creativity and Learning in Secondary English (Routledge) and writes regularly for NATE's Teaching English magazine. If asked to name the EMC publication he's most proud of having worked on, it would be a three-way contest between Literary Shorts, Diverse Shorts and Write On.

How to book your place
Bookings for this course will close at 8am on Friday 23rd June, or when capacity is reached, whichever is the sooner.
This course is part of our 2 for 1 offer
Book a place on this course and you'll be sent a voucher code entitling you to book a further place on the same course for a colleague at your school. Your code will be sent within 3 working days of booking.
Please note: bookings for this course close 8am on Friday 23rd June. The 2nd free place must be booked before the closing date, so please make sure you give yourself enough time!
Your voucher can only be redeemed online and is only eligible against this course.
​(Any issues please email Lucy.)

To book a place on this course, first sign into your account on the website, or register one if you need to.

Click 'Book online' (right-hand column) and fill in the name and email address of the person attending the course. The joining information and post-course email will be sent to this address.

If you are booking for more than one person, repeat the process.

Then hover over your basket (top right) and click checkout.

IF TAKING ADVANTAGE OF OUR 2 FOR 1 OFFER, PLEASE WAIT TO BE SENT YOUR CODE BEFORE BOOKING YOUR 2ND PLACE.

Once you have booked your place, you will see a screen 'Your order was a success!' You may want to make a note of your order number. You will also receive an automatic acknowledgement of your booking.

Your email with all the information you need to join the session will be sent out on Monday 26th June. You will be sent a reminder on the day of the course. Please check your junk or promotions folder. Still no luck? Email us.

This course must be booked and paid for online. Payment by invoice is not available for this session. Please note: your fee is non-refundable.

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English & Media Centre | EMC CPD Online: Beyond the Critical Essay - Writing KS3-KS5 (Afternoon 27.6.23) | Courses at EMC | CPD & Consultancy

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Have we become too focused on narrow forms of critical writing at KS3 and beyond? Is this narrowing impacting on students' writing (and reading) development? Are there other and better ways of taking students on the journey towards becoming brilliant writers about texts?

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UCL: Developing attainment in mixed ability English teaching 

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UCL: Developing attainment in mixed ability English teaching 

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https://educationendowmentfoundation.org.uk/news/eef-blog-within-class-attainment-grouping-setting-and-streaming

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Whether and how to group pupils by attainment is something that schools and parents are particularly interested in. Practice varies across English schools with some grouping pupils by current attainment for some or all of their lessons; others grouping pupils by attainment within mixed classes; and some opting for fully mixed attainment teaching.

We regularly update our Teaching and Learning Toolkit both to incorporate the latest findings from robust educational research and to ensure that the evidence it summarises is communicated as accurately and clearly as possible.

Today we are updating one Toolkit entry ('Setting or streaming') and publishing a new Toolkit entry ('Within-class attainment grouping') in order to reflect better the existing evidence about the impact of grouping pupils by attainment.

'Setting or streaming'

This updated Toolkit entry describes a variety of approaches by which pupils with similar levels of current attainment are consistently grouped together for lessons:

'Setting' usually involves grouping pupils in a given year-group into classes for specific subjects, such as English and mathematics, but not across the whole curriculum.

'Streaming' involves grouping pupils into classes for all or most of their lessons, so that a pupil is in the same group regardless of the subject being taught.

The aim of setting and streaming approaches is to enable more effective and efficient teaching by narrowing the range of pupil attainment in a class. In the UK, setting and streaming are more common in secondary school than in primary school.

Historically, our Toolkit entry on ​'Setting or streaming' encompassed a range of attainment grouping practices, including grouping pupils by attainment within mixed attainment classes, and grouping pupils by attainment across year groups

While these activities are sometimes referred to as ​'setting', the revised Toolkit entry adopts the narrower definition of ​'setting or streaming' described above, which we believe is a better reflection of what teachers in this country mean when they talk about the practice.

'Within-class attainment grouping'

This new Toolkit entry focuses on approaches which organise pupils within their usual class for specific activities or topics, such as literacy. Pupils with similar levels of current attainment are grouped together - for example, on specific tables - but all pupils are taught by their usual teacher and support staff, and they usually all follow the same curriculum

The aim of this type of grouping is to match tasks, activities and support to pupils' current capabilities, so that all pupils have an appropriate level of challenge. In the UK, within-class attainment grouping tends to be more common in primary schools than in secondary schools

The impact of attainment grouping

The overall impact estimate for ​'Setting or streaming' is ‑1 month's attainment progress

Previously, the Toolkit analysis suggested that setting and streaming tended to be beneficial for high attaining pupils but detrimental for low attaining pupils. The new analysis, using the narrower definition, paints a similar picture, but with some important differences. First, the impact for high attaining pupils, while positive, appears to be very small. Second, for consistency with other strands we now present the headline average impact estimate for all pupils, which is negative. (For more detail on the previous Toolkit analysis you can read our blog here)

Interestingly, in contrast, the new Toolkit entry on ​'Within-class attainment grouping' shows a positive average attainment impact, equivalent to around +3 months of additional progress. The sub-group analysis suggests that this practice is beneficial for learners across the attainment range, although more so for higher performing pupils.

How secure is the evidence?

The evidence on attainment grouping has accumulated over at least 50 years and there are a large number of experimental studies. The conclusions are relatively consistent across different evidence reviews

However, most of the reviews present relatively basic analysis. They do not explore whether effects vary between different types of study and different interventions; the evidence base would benefit from new reviews which address these issues in more depth. The majority of the experimental evidence comes from the USA, and there are few rigorous experimental studies from other countries

Tightening the definition of ​'Setting or streaming' means there are fewer studies in the Toolkit analysis. As a result, the evidence rating for this entry has reduced from ​'moderate' (3 padlocks) to ​'limited' (2 padlocks) on the EEF's 5‑point scale

The evidence for ​'Within-class attainment grouping' is also rated as ​'limited' (2 ​'padlocks')

This limited evidence base means there is a need for further good-quality research on attainment grouping. Today, the EEF is publishing the independent evaluations of two projects designed to investigate best practice approaches to grouping pupils by attainment. These highlight the challenges associated with trialling new grouping approaches, in terms of recruiting schools to take part and supporting them to adapt existing practices. Any future research will need to carefully take this into account.

The difference between ​'Setting or streaming' and ​'Within-class attainment grouping'

Although the existing evidence base on attainment grouping is limited, what evidence there is suggests that within-class grouping is beneficial on average (+3 months) while setting or streaming is not (-1 month).

Yet both approaches aim to target teaching more effectively based on prior attainment, so what could account for this difference?

Here are six reasons we think are possible:

1. Within-class attainment grouping is more likely to involve all pupils studying the same curriculum. This means that there is less risk of low or mid-range attaining pupils having their progress restricted by a less demanding curriculum or by not even being taught some of the content necessary for higher attainment. In contrast, setting or streaming can result in some pupils being allocated to a class where the content being taught is not sufficiently challenging - if the allocation process is not well designed, or if pupils develop more quickly than expected.

2. Within-class attainment grouping tends to be a naturally more flexible approach. This makes it easier to re-assign to groups based on changing pupil needs. Again, this will reduce the risk that pupils remain in groups where the teaching content is not sufficiently challenging. Seeing more movement between groups may also reduce the risk of pupils losing confidence in their ability to learn and progress, which is a criticism sometimes made of setting or streaming.

3. There is evidence that removing high-attainers from a class can have a detrimental impact on the progress of those left behind: within-class attainment grouping avoids this.

4. Unlike setting or streaming, within-class attainment grouping also allows pupils of all attainment levels to be taught by the same class teacher. This removes the risk that teaching quality is reduced for the low attaining pupils, which can happen when the most experienced or well-qualified teachers are allocated to the top sets.

5. It is also possible that being flexibly grouped within a mixed-attainment class has less negative impact on the confidence of low attaining pupils than being allocated permanently (or for a long period of time) to a low set or stream. On the other hand, it's possible that finding themselves repeatedly on the ​'low attaining' table when grouped within a class could be just as detrimental for these pupils.

6. Another possibility that we can't rule out is that it is small-group work itself, rather than groupingby attainment, that is responsible for the additional benefit which within-class attainment grouping appears to deliver. Studies which measure the impact of within-class attainment grouping often compare it with mixed attainment whole-class teaching. This means it is possible that the positive impact is partly or wholly due to teaching in smaller groups, rather than to the fact that the groups are based on pupils' prior attainment. This would be in line with what the evidence summarised in the Toolkit says about collaborative learning and small-group tuition. To know whether this is the case, we would need more high-quality studies which compare within-class attainment grouping with within-class grouping which is not based on attainment.

Conclusion

Here's a three-point summary:

International evidence summarised in the EEF Toolkit suggests that within-class grouping is beneficial on average (+3 months) while setting or streaming is not (-1 month).

However, the evidence base is limited - we need more high-quality studies to test the impact on attainment of different practices.

Our Toolkit advises schools to think carefully about how to group pupils by attainment and to consider how the approach you choose will benefit pupils with different levels of prior attainment - in particular, low attaining pupils (disproportionately from disadvantaged backgrounds), who appear to be most at-risk of existing practices having a low or negative impact.

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whether and how to group pupils by attainment is something that schools and parents are particularly interested in. practice varies across english schools with some grouping pupils by current attainment for some or all of their lessons; others grouping pupils by attainment within mixed classes; and some opting for fully mixed attainment teaching. we regularly update our teaching and learning toolkit both to incorporate the latest findings from robust educational research and to ensure that the evidence it summarises is communicated as accurately and clearly as possible. today we are updating one toolkit entry (‘setting or streaming’) and publishing a new toolkit entry (‘within-class attainment grouping’) in order to reflect better the existing evidence about the impact of grouping pupils by attainment. ‘setting or streaming’ this updated toolkit entry describes a variety of approaches by which pupils with similar levels of current attainment are consistently grouped together for lessons:  ‘setting’ usually involves grouping pupils in a given year-group into classes for specific subjects

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but not across the whole curriculum.  ‘streaming’ involves grouping pupils into classes for all or most of their lessons

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so that a pupil is in the same group regardless of the subject being taught.  the aim of setting and streaming approaches is to enable more effective and efficient teaching by narrowing the range of pupil attainment in a class. in the uk

# data[].attributes.attachment_link.keywords[]
setting and streaming are more common in secondary school than in primary school. historically

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our toolkit entry on ‘setting or streaming’ encompassed a range of attainment grouping practices

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including grouping pupils by attainment within mixed attainment classes

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and grouping pupils by attainment across year groups while these activities are sometimes referred to as ‘setting’

# data[].attributes.attachment_link.keywords[]
the revised toolkit entry adopts the narrower definition of ‘setting or streaming’ described above

# data[].attributes.attachment_link.keywords[]
which we believe is a better reflection of what teachers in this country mean when they talk about the practice. ‘within-class attainment grouping’ this new toolkit entry focuses on approaches which organise pupils within their usual class for specific activities or topics

# data[].attributes.attachment_link.keywords[]
such as literacy. pupils with similar levels of current attainment are grouped together – for example

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on specific tables – but all pupils are taught by their usual teacher and support staff

# data[].attributes.attachment_link.keywords[]
and they usually all follow the same curriculum the aim of this type of grouping is to match tasks

# data[].attributes.attachment_link.keywords[]
activities and support to pupils’ current capabilities

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so that all pupils have an appropriate level of challenge. in the uk

# data[].attributes.attachment_link.keywords[]
within-class attainment grouping tends to be more common in primary schools than in secondary schools the impact of attainment grouping the overall impact estimate for ‘setting or streaming’ is -1 month’s attainment progress previously

# data[].attributes.attachment_link.keywords[]
the toolkit analysis suggested that setting and streaming tended to be beneficial for high attaining pupils but detrimental for low attaining pupils. the new analysis

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but with some important differences. first

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for consistency with other strands we now present the headline average impact estimate for all pupils

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which is negative. (for more detail on the previous toolkit analysis you can read our blog here) interestingly

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the new toolkit entry on ‘within-class attainment grouping’ shows a positive average attainment impact

# data[].attributes.attachment_link.keywords[]
equivalent to around +3 months of additional progress. the sub-group analysis suggests that this practice is beneficial for learners across the attainment range

# data[].attributes.attachment_link.keywords[]
although more so for higher performing pupils. how secure is the evidence? the evidence on attainment grouping has accumulated over at least 50 years and there are a large number of experimental studies. the conclusions are relatively consistent across different evidence reviews however

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most of the reviews present relatively basic

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EEF Blog: Grouping pupils by attainment - what does the evidence say?

# data[].attributes.attachment_link.description
Whether and how to group pupils by attainment is something that schools and parents are particularly interested in. Practice varies across English schools with some grouping pupils by current attainment for some or all of their lessons; others grouping pupils by attainment within mixed classes; and some opting for fully mixed attainment teaching.

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https://litdrive.org.uk/remotecpd/the-fallen-woman-in-an-inspector-calls

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https://litdrive.org.uk/remotecpd/the-theory-of-evil-in-macbeth

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EMC: Approaches to teaching AIC https://www.englishandmedia.co.uk/cpd-and-consultancy/courses/emc-cpd-online-teaching-an-inspector-calls-twilight-24523

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Christianity, Masculinity, Social Injustice,  Kierkegaard and thanatophobia, Symbolism of food

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Christianity, Masculinity, Social Injustice,  Kierkegaard and thanatophobia, Symbolism of food

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https://litdrive.org.uk/resources/litdrive-cpd-yorkshire-leeds-a-chirstmas-carol-2

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https://litdrive.org.uk/resources/litdrive-cpd-sheffield-nov-2022-macbeth

Slides on Drive

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https://litdrive.org.uk/remotecpd/dickens-use-of-music-in-a-christmas-carol

Slides on Drive

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Recording

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Recording

Slides on Drive