English and Literacy Scotland

•Resources •CPD •Support #EnglishScotland Hosts: @MsSammyMcHugh @mrsfraserphs @MrsMoroneyEng •MS Team:

[English and Literacy Scotland @EnglishScotland]

Six years of connecting teachers of English and Literacy in Scotland. Join us on Teams by following the link in our bio or by asking a colleague to request an add. #TeachersHelpingTeachers 💪 #EnglishScotland 🏴󠁧󠁢󠁳󠁣󠁴󠁿
#MyXAnniversary

[English and Literacy Scotland @EnglishScotland]

We're updating our team to include channels for all levels of English and Literacy! We hope this will help you source materials more easily and connect with people teaching the same levels as you. Please share this with all your secondary English and primary Literacy colleagues.

[EnglishGCSE.co.uk @EnglishGCSEcouk]

Should we teach secondary English students how to WRITE poetry?

https://t.co/9ny3v5mtaD

#teamenglish #edutwitter #teachertwitter #ks3 #gcses #gcses2026 #teachers #teach #teaching #poetry #poems #school #backtoschool

[English and Literacy Scotland @EnglishScotland]

Advanced Higher teachers: do you incorporate biblical/classical references into your teaching? Has this type of literacy fallen by the wayside? #EnglishScotland

[Boze Herrington, Library Owl 😴🧙‍♀️ @SketchesbyBoze]

So, I took multiple classes on Moby-Dick as an undergrad & one of the first things you learn is that Ishmael is NOT his name; it’s an allusion to Ishmael from the Book of Genesis (the exiled son of Abraham, of whom it was prophesied, “His hand shall be against every man, and every man’s hand against him”). The narrator imagines himself an outcast, rejected by society & forced to seek his destiny on the high seas. His self-understanding is beautifully transformed during the scene in which he shares a bed with the cannibal harpooner Queequeg, who becomes his bosom friend. As his heart softens, he writes, “I felt a melting in me. No more my splintered heart and maddened hand were turned against the wolfish world.” Love has come to redeem him. He is Ishmael no more.

[English and Literacy Scotland @EnglishScotland]

This is a great idea ⬇️ #EnglishScotland

[#WritingRocks✍️😍☺️ writingrocks.bsky.social @WritingRocks_17]

A great way to bring a bit of rigour and routine to personal writing projects is to let children set up and publish their writings into different categories — just like Tobias Hayden’s class has done here 👇

[Faculty of English @engfac]

There's still time to register for our upcoming live #Shakespeare webinar on 1 June. This time Prof Emma Smith be exploring ARDEN OF FAVERSHAM with guest Dr Iman Sheeha.

🗓️1 June 2026 at 6pm
📍Online via Zoom

All welcome! Free but registration required.

https://t.co/0UNTTP9dNB

[English and Literacy Scotland @EnglishScotland]

Happy Friday folks! #EnglishScotland

[English and Literacy Scotland @EnglishScotland]

Six years of connecting teachers of English and Literacy in Scotland. Join us on Teams by following the link in our bio or by asking a colleague to request an add. #TeachersHelpingTeachers 💪 #EnglishScotland 🏴󠁧󠁢󠁳󠁣󠁴󠁿
#MyXAnniversary

[Scottish Poetry Library @ByLeavesWeLive]

To Scotland With Love From Morocco

A Moroccan poet, Mouna Ouafik, looks forward to the World Cup and writes of her love of playing football, and for all things Scottish #worldcup

https://t.co/KIjeC9xt5f

[Cerys Turner @cerysturner7]

I’m now senior reporter at @tes - I’ll still be covering all my usual beats but send me a DM or an email if there’s anything you think I should be covering…

[email protected]

(And thanks to my editor @jon_severs for the newsletter shout out!)

[Tom Sherrington @teacherhead]

The choreography of teaching 30 children at the same time > quite a long read but dare I say I think it's worth it. Nail this, you've nailed it! https://t.co/R9fxgXRcgK via @teacherhead

[Every Day's a School Day @MsSammyMcHugh]

@EnglishScotland @HolyRoodEnglish @Booktrust @ByLeavesWeLive @Literacy_Trust Young Writers Competition - Association for Scottish Literature https://t.co/3odP5cqUk5

https://t.co/79oJhSXJTD

https://t.co/2Bc22ymxzO

[BBC Bitesize for Teachers @BBC_Teach]

Welcome to 240 minutes of JOY!

Did you know you can watch BBC Live Lessons anytime after the first broadcast, and still take part in all the activities with your class?!

Explore the 2025/26 collection of 30-minute episodes here: https://t.co/7gB8XhtvfW

[Books for Keeps @BooksForKeeps]

Teachers, schools, librarians - have you entered the
@HarperCollinsCh Reading for Pleasure Awards yet? Recognition for the work you do + winners receive £250 of books from HarperCollins Children’s Books, @FarshoreBooks @BarringtonStoke. Deadline 14 June

https://t.co/bVuhmYo8lw

[English and Literacy Scotland @EnglishScotland]

@HolyRoodEnglish @Booktrust @ByLeavesWeLive @Literacy_Trust We try to repost competitions here when they come up.

[Holy Rood English @HolyRoodEnglish]

Question for school users:

How do you know about current competitions being run across Scotland and the UK for young people? Is there a decent X page or website to follow?✏️
@EnglishScotland @Booktrust @ByLeavesWeLive @Literacy_Trust

[Dana Palubiak @DanaPalubiak]

The ‘science of reading’ conversation has gotten weird when app designers for toddlers are suddenly positioned as authorities on literacy instruction.

[Jamie Clark @XpatEducator]

The visualiser is one of the most powerful instructional tools in the classroom. From live modelling expert thinking to whole-class feedback and dual coding, it helps make thinking visible for every student.

This FREE one-page guide breaks down the WHAT, WHY, and HOW of using visualisers effectively.

[Pie Corbett @PieCorbett]

@MaryMyatt Reading develops abstract thought - it also has an impact across the curriculum. It builds knowledge alongside words... and in the end, children with bigger vocabularies are more likely to do well. All of this from the start. Read to and with children a huge amount.

[🇬🇧 TeacherToolkit.co.uk @TeacherToolkit]

Handwriting is BETTER for learning than typing.

But we all knew that.

The challenge is, what do we do for pupils with SEND?

(Marano et al., 2025, p. 23) - featured in #GuideToLearning

https://t.co/oZmrR0Ddyr