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Writing at Greater Depth (1) : A model of formality

Penny Slater is Deputy Lead Adviser for Primary English at Herts for Learning

There are many moments in my working day when I stop and consider how lucky I am to be working amongst such committed, enthusiastic and inspirational people. When I was classroom-based, this inspirational often stemmed from the children whom I taught. Now, as an advisor, I find that I am inspired on a daily basis by the creativity of the teachers whom I have the joy of supporting.

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HfL Primary English newsletter Spring 2017

Here we are again.   A new term.  A new year.  We hope that you have had a lovely Christmas break and that the new term has begun as smoothly as possible for you all.   With this in mind, we thought we’d share our latest-hfl-primary-english-newsletter-spring-2017as swiftly as possible, especially as it is such a short half term.

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Take One Book: Ready for action with Traction Man

Penny Slater is Deputy Lead Adviser on the Primary English team at Herts for Learning.

If you haven’t yet found your passion for children’s literature, then Traction Man is the text that will set you on the road to discovering what all the fuss is about. Put simply, Traction Man is one of those books that prove just how exciting children’s literature can be.

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Wading through the treacle: unpicking KS1 writing guidance.

Sabrina Wright is a Teaching and Learning Adviser for English at Herts for Learning

After reading my colleague’s recent blog (Writing at ARE might be Simpler than you thought!), I found myself tempted to unpick the KS1 ARE exemplification materials in the same way.

Continue reading “Wading through the treacle: unpicking KS1 writing guidance.”

The Beauty of Simplicity

Penny Slater follows up her earlier blog on the value of simple sentences in Year 6 writing.

Following on from my last blog, where I unpicked the clause structures used by Morgan in his Working at ARE writing portfolio, I felt the urge to spend a little more time lingering on the beauty of the simple (or single-clause – depending on your definition preference) sentence, and how we can secure it in our children’s writing.

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Writing at ARE might be Simpler than you thought!

Penny Slater takes a look at exemplified writing and finds that simple writing is not to be sniffed at.

Whilst working in a school recently and engaging in yet another bout of ITAF tussling, it came to my attention that both the Subject Leader and I were unsure about the exact meaning of the 5th bullet point in the Working At Standard for writing:

  • Using a wide range of clause structures, sometimes varying their position within the sentence

I was surprised that something so seemingly straightforward had us so unsure about its exact meaning. What clause structures are being referred to? What constitutes a wide range?

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Writing without frontiers: cross-curricular writing

Michelle Nicholson is an English Teaching and Learning adviser at HfL

 Cross-curricular writing: using and applying English skills

How we can use a broad, balanced curriculum to further embed, extend and develop the writing skills of our students.

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Teaching for Timelords: considering verb forms in UKS2 writing


Martin Galway is an English Teaching and Learning Adviser for Herts for Learning

Following my last blog on the matter of verbs in KS1, you may be forgiven for asking why, in the face of all that is demanded by the primary curriculum for English, I am choosing to serve up more of the same: verbs – hardly as pulse-racingly contentious as the subset of verbs  that is the subjunctive, or KS1’s  “exclamation” sentences.

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