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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?

Seven Ofsted findings on the strengths and weaknesses in primary school language teaching

There’s a link between parents’ and children’s language abilities, research shows – but is it genetic or environmental?

Passionate subject specialists can overcomplicate things – but they can also fire up enthusiasm, says Tabitha McIntosh

A lack of cultural capital or historical understanding can limit some students’ ability to access literary texts. English teacher Laura May Rowlands explains how she levels the playing field by providing classes with the context and vocabulary they need before tackling challenging poetry or prose

Pupils chose more difficult reading matter during lockdown, study finds

Creating a fully formed story out of thin air is a big ask – but there are powerful ways to guide your students

Pupils’ reading for pleasure increased in lockdown – but the difficulty levels of books ‘plateaued’ in upper primary

We must consider authors’ problematic views on women when choosing which books students study, says Gordon Cairns

Scotland risks falling behind if it does not take a more evidence-based approach, says Anne Glennie