are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate The medium-term plan lists the objectives from England’s national curriculum that are covered in the sequence. Age-related learning outcomes are detailed criteria about what the children will have used in their writing to help teachers make judgements about the writing. Note the ‘homophones’ – words pronounced in the same way but differing in meaning or spelling or both (e.g. a tap, to tap; hair, hare). When planning, drafting and editing their work, children learn to base their ‘writerly knowledge’ on the context, audience and purpose of the writing. Children are taught grammatical concepts within the writing process through the ‘No Nonsense Literacy’ units and are then expected to apply these aspects of English to their own extended pieces completed in the final week of writing. Each year group will focus on a weekly KIRF (Key Instant Recall Fact), which focuses on the curriculum objectives in SPaG to ensure that all skills are spiralised throughout the year and deepened with each re-visit. There has been a higher focus on teaching SPaG objectives and teaching the application of these skills during the writing process. Teachers will promote the application of our SPaG objectives in all curriculum lessons.

The Simple View of Reading diagram and the equivalent Simple View of Writing diagram can help to ascertain the general reading and writing profiles of your learner or learners. Note the date and age of the learner in the quadrant that most closely indicates the general reading (or writing) profile and then bullet point any theories and knowledge you have of the learners’ difficulties or ‘next step’ needs: Very many thanks to all the Devon schools involved in our vocabulary projects - we couldn't have created these materials without you! When given a stimulus, children will be able to follow the writing process of planning, drafting and editing/redrafting. There are a great many wonderful texts out there to share with children. However, we put a great deal of thought into the ones we choose to write teaching sequences for to ensure they offer all of the following:Use for reading (decoding) and oral work to discuss meanings and develop vocabulary. Say the words in simple sentences. Debbie campaigned extensively over many years to achieve national, evidence-based, systematic synthetic phonics teaching in primary schools. As a representative of the UK Reading Reform Foundation, she advised the British government for the parliamentary inquiry 'Teaching Children to Read' (March 2005) and she helped to inform Sir Jim Rose's 'Independent review of the teaching of early reading' (Final Report, Jim Rose, March 2006). As part of the writing sequence, children learn how to plan their ideas, draft their writing, review their own work and the work of their peers and make consequential edits and redrafts. On some occasions, our pupils are then able to publish their pieces of work and will be given further opportunities to apply the specific writing skills learned in the different writing genres.

This course provides an introduction to No Nonsense Spelling and includes activities to help delegates become familiar with the lesson plans, the teaching sequence and the supporting resources. The No Nonsense Spelling programme will provide pupils with a range of spelling patterns and strategies, enabling them to apply these across the curriculum more effectively as they become independent spellers. It includes teaching pupils to proofread and edit with purpose, and it provides a perfect example of what the Education Endowment Fund research* suggests: “Spelling should be explicitly taught. Teaching should focus on spellings that are relevant to the topic or genre being studied.”The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils: