Sparking joy in English

Key insights with Mary Myatt.

Photo by Marek Piwnicki on Unsplash

Recently I had the privilege (and absolute joy) of talking to education writer and thinker

Mary Myatt

about joyful English experiences in the classroom. Today’s glimmer will explore my key takeaways from our insightful and enlightening conversation.

You can read the full Q&A here: https://lauraspargo.com/blog/

Thoughts and musings

Joy. A word that I believe should resonate through the corridors of every educational environment. Isn’t it the hope that we can impart those glimmers of joy in the pupils who we have the exciting opportunity to teach? For their one experience in that particular Year Group. For their first opportunity to explore that particular text. For that initial introduction to that particular concept or genre.

It can undoubtedly be a challenge to hold onto this joy. The role of an educator is multi faceted and best-laid plans do not always come to fruition. This can be frustrating and disheartening. Yet, we are in the business of educating young people. Young people with emotions and differing sets of circumstances and needs. Our lessons may not always go to plan. There may be an administrative demands which put pressure on teachers’ precious time.

So, let’s just start with intention. The commitment to reviewing and reflecting on our curriculum offerings. The drive for professional curiosity to respectfully ask ‘why?’. My conversation with education advisor, writer and speaker, Mary Myatt covered exactly this, amongst may other insightful and thought-provoking points.

Ideas and practical suggestions

So, how can being professionally curious and responsible have a positive impact on English in the primary classroom? Below are two suggestions which I hope can be actioned with minimal time spent preparing. Think of these as more of a shift towards considering ‘light touch mechanisms’ for enhancing the joy in our curriculum offerings.

1. Understanding the ‘why’

In an education system which can feel like it is saturated with objectives and curriculum coverage, it can be easy to fall into the trap of approaching the teaching of English as something that needs to be ‘done’. There are a number of resources in exsistence which seek to support busy teachers with their lesson planning requirements. Yet, it can be unclear if these are always engaged with by educators or if they indeed seek to promote challenge, curiosity and…joy!

• Key points for consideration in our Q&A:

  • Are the resources which you have in place a set of principles or in fact seen as ‘the only way to teach’?

  • Do teachers have ample opportunity (and encouragement) to consider these resources and think, ‘how am I going to unpack them for the children in front of me?’

  • Are speaking, listening and reading privileged in your curriculum offering?

  • Could you explore the following questions when reviewing your approach to teaching English:

    Why are we doing _____?

    Who needs _____?

    What is going to happen to ____ after the learning experience?

2. Be led by the research

There are a number of educational organisations, charities and Universities who are doing fantastic research which seeks to make a positive impact on our understanding of the pedagogy behind how children learn and the most impactful ways to inspire, scaffold and challenge. Mary has referenced the ‘Just Read’ research, conducted by the University of Sussex, a number of times in her own Substack posts which is without a doubt a recommended read.

• Key points for consideration in our Q&A:

  • Are curriculum choices underpinned by research?

  • Are text choices ‘delicious and demanding’?

  • Do your offerings in the curriculum reflect the fact that ‘oral comprehension is far more developed than visual comprehension’?

  • Is there a sense that children can (and deserve to be) challenged in your English offerings?

To read my enlightening and “joyful” discussion with Mary, in full, visit:

To learn more about Mary’s valuable and thoughtful work, visit: