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.
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…
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.
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.
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.
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.
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.’