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Modelling early literacy

Kirsten Snook is a Teaching and Learning Adviser for English at Herts for Learning

We tend to think that children are intrinsically motivated to write much later than they are to read. But why? It has, however, been suggested that very young children are more motivated by a shared writing episode than a shared reading one, due to an emerging sense of self and place in the world.

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Year 6 Writing – in search of GDS pt 1: Shifts in formality

Martin Galway is a Teaching and Learning Adviser for English at Herts for Learning

On Friday of last week, the STA released a video that sought to address “particular areas of concern” around the assessment and moderation of year 6 writing.  The video covers a number of areas and opens with some commentary around the statements relating to Working at Greater Depth within the expected standard (GDS).

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The Key to Successful Shared Writing: Perfectly Pitched Models

Penny Slater is Deputy Lead Adviser for primary English at Herts for Learning.

Shared writing scaffolds the writing task, and when done well, leads a child towards becoming a more reflective, confident and skilled writer. When done very well, we engender more engaged writers who feel empowered and inspired to put pen to paper.

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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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Expectations for handwriting: you’re write to be confused!

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

Following on from my last blog, where I unpicked the KS1 exemplification materials and moderation guidance, I felt the urge to spend a little of my time considering the handwriting element of the Interim Teacher Assessment Frameworks (ITAFs) against the National Curriculum (NC) expectations.

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As Easy as A B FluenCy!

Penny Slater, Deputy Lead Adviser for Primary English shares some class-based exploration of reading fluency.

There is definitely a buzz in the air about fluency at the moment! And quite rightly so…

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Grammar is not your enemy (though it might sometimes seem like one)

Martin Galway is a Teaching and Learning Adviser for English at Herts for Learning.

(This blog is lightly adapted from our most recent newsletter, available for free download here)

Grammar is not your enemy but you probably already know that.  There are far bigger things to worry about.  What, then, is the point of this article?  It stems from two inspiration points:

  • Fear of grammar
  • An apparent  belief that the teaching of grammar is damaging children’s writing and must be stopped

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New Year, New You.

Michelle Nicholson is an English adviser at Herts for Learning.

The new term is underway, the children are hard at work again and the possibility of snow is on everyone’s lips; it must be January.  But if your promise of a dry January has already begun to look decidedly soggy, or if your purchase of a gym membership is yet to be inducted, maybe it’s the illusive resolution of a work/ life balance that is really the root cause of the sliding good intentions.

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Reading on the Rise -Raising Standards conference 27th March

We are extremely pleased to be able to provide schools with an opportunity to hear from Sarah Hubbard  – Ofsted’s National Lead for English – who will be leading a session on ‘Reading, assessment and curriculum development’. Places are limited so early booking is advised.

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