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Developing a whole school approach from Foundation Stage to Year 6 Looking at the new curriculum from a whole-school perspective


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The background: How children learn to speak, read and write

  • the development of speaking – an innate skill
  • the development of writing – an additional construct to speaking
  • ‘SPaG by any other name…’ – the everyday context for Spelling, Punctuation and Grammar
  • the value of first-hand experience and exposure to a broad language base


The National Curriculum

  • why spelling, punctuation and grammar is so important
  • what the NC says about SPaG
  • a word about SPaG terminology
  • the SPaG test – what does it tell us?
  • what the children are expected to be able to do at each stage of their development
  • what teachers need to be able to do
  • the progression of SPaG learning and teaching from FS to Year 6:
  • the links between these elements of literacy – developmental considerations
  • how to ensure continuity and progression within a differentiated curriculum


Teaching spelling

  • moving from FS to Year 6 – what changes and what stays the same across the age phases
  • building a useful structure into the teaching of phonics and spelling
  • phonics with older children
  • how to use phonics, etymology and morphology when teaching SPaG
  • how to use embedded phonics for improving spelling in every lesson
  • the etymological adventure – becoming ‘word archaeologists’
  • exploring morphology and etymology with children in every phase
  • the link between vocabulary and spelling
  • spelling games and activities and how to modify them for all ages and stages


Grammar – taking the language to pieces to see how it works

  • we all know grammar – we wouldn’t be able to speak if we didn’t!
  • ‘Under the microscope’ – encouraging children to realise what they already know
  • morphology – where grammar meets spelling
  • the EAL child – function words and content words
  • writing complex sentences – clauses, phrases and other ‘clever stuff’
  • grammar games and activities and how to modify them for all ages and stages


Punctuation as a tool to help you make yourself understood

  • the difference between spoken and written language
  • introducing the sentence
  • starting with speaking – helping children to punctuate their sentences by listening first
  • why punctuation doesn’t necessarily have to be hierarchical
  • punctuation games and activities and how to modify them for all ages and stages


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