Category: Literacy

Grammar in Context Session 3

The third grammar session with Dr Kylie Bradfield (University of Stirling) is Text Level Grammar.  Many thanks to Dr Bradfield for sharing the recordings and accompanying resources.

Handout for session 3.

Interest can be sparked using a short film.

Grammar in Context Session 2

Grammar webinar 2 (of 3) from Dr Kylie Bradfield (University of Stirling): Sentence Level Grammar.  Many thanks to Dr Bradfield for also sharing these accompanying resources.

Knowing About English Language: a Wrinkle in Time:

Using Sophisticated Picture Books & Process Drama to Engage
Early Years Students with the Critical Strand:

Window on a Changing World – “a groundbreaking work which points to one possible direction for books in the future…”:

“Belonging” by Jeannie Baker:

“Good Boy Fergus!” by David Shannon:


Grammar in Context Webinars

Dr Kylie Bradfield (Stirling University) offered a series of grammar webinars on January 11th, 18th and 25th, 2021.

Dr Bradfield kindly gave permission to share the recordings and notes. Session 1 is Word Level Grammar.

Handout for session 1.

Dr Bradfield recommends using images to inspire:

Understanding How Texts Work: Stephen Graham

Several FVWL practitioners had the opportunity to participate in a series of writing webinars live streamed from Australia. These sessions highlighted approaches to teaching five different text types. Members of the RIC Literacy Workstream will meet in the new year to decide how best to take this forward. In the meantime, there are some “headlines” below.

Related resources are saved in the RIC Writing Team. If you wish to be added to the RIC Writing Team please email:


Main Messages

A central thread running through all of the webinars was the importance of explicitly teaching writing and a gradual release of responsibility – moving from modelling to shared and interactive to independent writing.

Modelling → Shared & Interactive → Independent
To → With → By


Text Types

Three broad areas: persuasive; informative; imaginative.

Nine specific text types fall into the three broad areas: discussion; response; exposition; report; procedure; explanation; recount; description; narrative

It is not recommended to teach all 9 text types in one academic year! Rather, comprehensive coverage of 3 text types per year is advised – with a suggested five or six weeks spent teaching each text type.


The Describing Bubble

A tool that can be used for many writing tasks is “the describing bubble” (replicated here Describing Bubble) – and it is useful to have this in poster form/on the whiteboard so that it can be referred to often. This supports children and young people to develop paragraphs.

Further details available from the RIC Writing Team – email to join. (


Introduction to Disciplinary Literacy Webinar

Introduction to Disciplinary Literacy Webinar : 28/1/21, 4-5 p.m.

Improving Literacy in Secondary Schools recommends prioritising ‘disciplinary literacy’ across the curriculum. Disciplinary Literacy is a subject specific approach that supports raising attainment and closing the gap via enriched literacy practices across the curriculum. This introductory session highlights research on what works in vocabulary and comprehension teaching for subject disciplines, teaching pupils to read, write and think in subject appropriate ways

Please sign up via CPD Manager or contact to arrange a date for your school or department.