Cat’s out of the bag. Colleagues across STEP and Complete Maths have been working to bring our granular punctuation, grammar and sentence curriculum. With their platform and our teaching expertise, we think we have got something that will help really help…
colleagues across primary and secondary understand what their journey has been like from Y1 and how we can best teach some of these ideas. It’s very much ‘beta’ right now. At STEP we are still full time leaders and teachers who are going through each granular goal…
With as much information as possible to support the teaching.

I know some people have asked about the sentence curriculum since Primary huh, and this is it. Get a free account by signing up at completemaths.com

Please retweet widely and bear with us while we populate it.
And yes, if you know the English primary national curriculum, you will see that we pretty much ripped it apart and re-jigged it.
Better sign up link here - auth.completemaths.com/register
@olicav our attempt to use the messages of Harold Evans!

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More from @Mr_AlmondED

Jan 24
Short little thread about what you get from our writing curriculum. 🧵

First off you get three views. There are the unit views, groups and topics. From here you will be able to see what the progression within a a particular topic or group looks like across the curriculum… ImageImageImage
Each unit is made of various statements - think of these as ‘big ideas’ that students need to know- and also a composition statement. These can be thought of as an opportunity to apply what they have learnt, but to also learn about how to plan writings for audience and purpose. Image
Each statement (big idea) is broken down into a number of objectives. For the most part, they follow the same structure of identify, rewrite, proofread, write. The idea being that we can really manage the cognitive load to focus purely on this one idea. More on this later. Image
Read 14 tweets
Nov 6, 2022
Sunday 5:
This article really gets to the heart of what I’ve think knowledge-rich curriculum is.

“The curriculum is future-oriented in that it aims at the formation of autonomous and responsible individuals who can thrive and flourish in the present and future world.”
2:
Features of the writing system can be learnt implicitly through statistical learning. This starts at a young age and the rate of which the patterns of language are acquired vary and *may* explain different rates of reading.
Effectiveness of spelling treatment approaches for learners with dyslexia – A meta-analysis and systematic review

Phonics and knowledge of other orthographic elements are 👍 for teaching spelling with those that are dyslexic.

Couldn’t confirm the use of memorisation!
Read 6 tweets
Aug 21, 2022
Here’s all the recent threads I’ve done on spelling and the history of English spelling. Hope you find them all enjoyable.

Part 1
Read 5 tweets
Nov 8, 2020
Been thinking about this all day and here’s what I think people may commonly mean by ‘pace’ but can’t look beyond the surface. When pace is too slow it’s one of these factors:

A) Teacher explanation isn’t well thought out and leading to longer than necessary times for input.
B) Teacher explanation contains too much information, not always relevant with some ad hoc improv which leads to less time for student practice.

C) Teacher’s AfL skill is weak and teacher hasn’t picked up that students should move onto independent/guided practice...
D) General organisation of the lesson was poor which lead to learning time being wasted through the passing of books/materials/transitions etc.

E) Teacher doesn’t have an overview of the room and so some students who have finished work early are sat waiting for next instruction
Read 4 tweets
Sep 4, 2020
A few thoughts on the EEF’s updated guidance report for KS1 (Y1/2 ) literacy regarding recommendation 4.
I am happy with what is said in the second picture. I hope many teachers have also experienced this - that answering comprehension questions does not make a better reader 1/
The big daddy of analysis into Reading Instruction is the National Reading Panel of 2000. They looked at 203 papers on comprehension and found that ‘instruction of comprehension has been successful over the 3rd to 6th grade range.’

That is Y4 to Y7 in the UK…

/2
Here the EFF claim comprehension can improved through explicit teaching.

It can.

But it is not clear if this is the case in KS1 as per what the NRP say.

From NRP:

‘A next step will be to determine… which strategies, in combination, are best for younger readers.’

/3
Read 17 tweets

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