There are statements for ‘expected’ and ‘greater depth’. They are expressed with the impact first and the device second, for example: Amy explains how, at Ilfracombe C of E Junior School, teachers have refined their use of English teaching sequences in line with agreed principles, and to include direct vocabulary instruction. She currently provides phonics consultancy services internationally including training in schools and universities and an online self-study course, Phonics Training Online. Debbie has written many challenging and informative articles for educational magazines and parents’ magazines, and for many years she has provided highly practical advice for parents, teachers, teacher-trainers, politicians, publishers, manufacturers and television programme producers. She is author of the online Phonics International programme for all ages ( Phonics International Ltd), phonics consultant for the Oxford Reading Tree Floppy’s Phonics Sounds and Letters programme designed for infants ( Oxford University Press), author of the No Nonsense Phonics Skills programme ( Raintree) and the Phonics and Talk Time series of two books for nursery. This is a writing task that can be used to identify starting points for the text type. It needs to be completed before the children start the sequence so that their writing can be analysed and the sequence adapted in light of the children’s needs. Children will have regular opportunities to write, using and adapting ideas, vocabulary and structures from texts and authors/writers they have studied.

Earlier texts tend to be more suitable for the beginning of the year while those towards the end of the lists are increasingly complex in either language or concepts, and therefore could be more appropriate towards the end of the year. Texts noted as good for a particular year are especially useful for teaching specific grammar objectives for that year group. Please note, however, that all the sequences have been written to suit two years of the English curriculum (KS1, Year 3/4 or Year 5/6) and are not intended to be taught in a set sequence.Within their writing, children will use the most appropriate and accurate form of English grammar, punctuation and spelling. Select the point in the lists you are teaching and children are learning. As the lists are in a pdf format, they can be projected onto a screen in a class context, or shown on small screens in a home context or when schools have multiple computers or ipads, to provide additional word-blending practice for reading purposes. The writing tasks cover the grammar and punctuation aspects of the new statutory assessments; raising attainment for all children. Supports children to build up their ‘knowledge of spelling word banks’ (words spelt with the same letter/s-sound correspondences such as ‘oa’ words and ‘ai’ words).

A former teacher, headteacher and special needs teacher, she is known to be a controversial and inspirational speaker and has spoken alongside Sir Jim Rose at literacy conferences. Debbie has written many challenging articles for educational magazines and for many years she has provided practical advice for parents, teaching professionals, teacher-trainers, politicians, publishers and manufacturers. Assessment of Writing is an innovative set of resources providing support and guidance to help teachers make accurate, evidence-based assessments of writing across KS1 and KS2 and establish appropriate expectations for each year group. These are used by schools to support teachers who are moving year groups, to raise and set expectations and to support standardisation, assessment and moderation procedures in school. There are examples of writing from Y1 to Y6 all of which have been assessed using our Evidence Gathering Sheets and statutory criteria for Y2 and Y6. The writing has been annotated, much like an exemplification file, to show how the judgements have been made. Much of the writing is outcomes from the teaching sequences so it is also used to show what can be expected from the planning. The writing is compared with the elicitation task to identify where progress has been made so that it is clear to the child. When given a stimulus, children will be able to follow the writing process of planning, drafting and editing/redrafting.

No Nonsense Grammar

We work closely with our English Ambassador Schools to explore and share practice when planning, teaching and assessing sequences of work. 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. For spelling, because there is a clear programme with very evident progression built in to our no nonsense spelling used here in the example, there was no need to break it down any further. If a school has not got a clear, progressive spelling programme, what is in use will need to be clearly mapped out. Debbie Hepplewhite and Carl Pattison introduce the No Nonsense Phonics programme - including the rationale and resources.

The ‘Simple View of Reading’ is extremely important for teachers as it is based on the two main processes required to be a reader in the full sense: 1) the ability to decode and recognise printed words, ‘What ARE the words?’ and 2) the ability to comprehend the spoken language, ‘What do the words MEAN?’. When ascertaining the needs of any learner, this is the starting point for understanding the learner’s needs and for planning lessons whether for mainstream or intervention purposes.

No Nonsense Spelling: A Primary KS1/KS2 Teacher Resource Kit

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). Here is an extensive range of cumulative, decodable lists of printed words for additional word-level work if required. The words are shown on writing lines, and they can be put to good use, if necessary, for additional word-blending, and/or spelling purposes, and/or for additional handwriting practice (print or joined). We intend for the pupils of Old Clee Primary Academy to have the desire to write and see the value and beauty in the written word. It is our aim that pupils will develop into independent and imaginative writers who can communicate their thoughts, opinions and ideas in written form. We want our pupils to write with confidence, clarity and accuracy as well as with purpose and emotion. Pupils will be able to apply their writing skills across the curriculum and will be inspired to write in a range of subjects. Throughout their learning at our school, pupils will be given the opportunity to write for a range of purposes and audiences within a variety of contexts.

Our 'Texts That Teach' are the carefully selected books and other writings that we base our teaching sequences on. These posters below provide examples of how you can make your own posters (simply use felt pens) consisting of words with unusual spellings – note the focus ‘sound’ in slash marks top left of the posters, the focus grapheme (letter or letter group) top right – and, where possible, list other words with the same code as that actually provides a ‘spelling word bank’ to learn:

Each begins with a ‘word warm-up’ to foster word consciousness and model activities worth doing with children; all end with a short activity to encourage reflection on what has been learned during the session. A flexible and easy to use resource that is designed to meet the needs of the 2014 National Curriculum and covers Years 2 to 6. Debbie Hepplewhite MBE FRSA is internationally renowned as a leading phonics teacher trainer/consultant and author. They may be particularly helpful when the No Nonsense Phonics programme is used for ‘intervention’ (special needs) purposes when learners may benefit from additional word-level practice. This extra word-level practice is in addition to using the No Nonsense Phonics Skills Pupil Books and not a substitute. 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: