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Phonics Curriculum                                              Little Wandle - Programme Progression

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Phonics Curriculum                                              Little Wandle - Programme Progression

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Teachers use baseline assessment to decide on a appropriate starting point for their class. This Little Wandle progression and teaching sequence is taught at the pace appropriate for each class.

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This Little Wandle progression and teaching sequence is taught at the pace appropriate for each class.

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Find out why continuing to read to your child is so important for their language development.

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Find out about Little Wandle Phonics on their website.

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For children with complex SEND issues that affect cognition, our SEND programme uses the graduated approach. Developed with special school members, including our Little Wandle Champion School…

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Intent, Implementation and Impact Statement

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Intent, Implementation and Impact Statement

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Please explore below for resources related to our Total Communication approach.

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Please explore below for more detailed information about our curriculum.

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Ask your child's teacher for login details.

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Wherever in the world you're using myON, we have a growing collection of book packs from a host of local, global, new, and established publishers. Speak to your local Renaissance representative about adding them to your library and explore them all here.

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Wherever in the world you're using myON, we have a growing collection of book packs from a host of local, global, new, and established publishers. Speak to your local Renaissance representative about adding them to your library and explore them all here.

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Drama for Learning - rationale and evidence.

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Patrice is recognised internationally, as an expert in ‘Drama for Learning’ and is committed to its development in schools. She believes that all teachers can benefit from knowing and using some ‘drama strategies’.

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Patrice Baldwin's list of techniques and strategies used in the classroom.

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Webpage with qualification information.

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City & Guilds English Skills and Mathematics Skills qualifications. Leading vocational education and training organisation.

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Unit coverage for City and Guilds Englsih Skills Qualifications.

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Please explore below for resources relating to our KS4 / 5 Qualifications

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This table shows the developmental skills we assess against over 16 steps.

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Parkside Communication and Literacy Framework

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Our assessment framework has 16 steps, this table shows how they match with other common assessment standards.

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Information for parents about Star Reader assessments and Myon.

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Parents will recieve login details to track their child's progress at school.

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Here is where you find out what your children really do at school. Easier teaching evidence Slicker assessment Vivid reporting Simple analytics Engaged parents If your child's school uses Earwig and you would like to register to see their Timeline.

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This is a widgit verson of the model text of Theseus and the Minotaur. Pupils will use texts like this as a prompt, then as a structure for writing their own hero story.

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Theseus and the Minotaur, told in 5 sentences. Pupils will learn to say this by heart aurally and with signing.

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We support pupils to access their communication rights.

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Explore the Signalong website to find out more.

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It's not just about talking. It isn't easy to see and recognise what happens beneath the surface of children's communication. Being able to listen, pay attention, play and understand are the fundamental building blocks of communication. Adults play a crucial role in supporting these skills. If a child can't listen and understand, they'll struggle to talk.
Signalong is based on British Sign Language, using unaltered BSL signs wherever possible. The difference between Signalong and other sign-supported communication systems, apart from our much wider range of signs, is the way that they are presented. When the sign has been selected, a description is worked out. This follows a consistent method of handshape, orientation, placement and movement.

Signalong is flexible and adaptable to suit your child by using key-word signing at their level and recording person specific signs in a way that they can be easily understood.

We can provide training to you, your child's educational establishment, after school clubs and respite providers to ensure that your child can always communicate effectively.

We welcome parents who wish to participate in Tutor Training for those with experience of sign-supported communication who wish to train others. This course is not just about teaching vocabulary but developing the necessary skills to access and perform all of our vocabulary. Most training occurs at our centre in Norwich, however we will deliver training anywhere subject to a minimum of 4 participants. Training will be delivered by an experienced Senior Tutor over 4 consecutive days. The number of participants is limited to a maximum of 6 to ensure all trainees receive significant supervision and support. We offer reduced fees to parents of £945 at the centre or £1045 away from the centre. Further information can be found in Training for Everyone but if you would like to discuss your interest, please contact Tracy Goode - Chief Executive Officer, via our contact form.

Our daughter had been taught at a school with total communication for deaf and special needs children, it came as quite shock that her residential home didn't understand the importance of following this up. Now, (following Signalong training) staff at her home have said our daughter's behaviour has improved immensely. Without intervention, our daughter would still be locked in a world of silence and becoming more frustrated, with escalating behavioural problems."

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It's not just about talking. It isn't easy to see and recognise what happens beneath the surface of...

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Please explore below for resources related to our Total Communication approach

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Please explore below for resources related to our assessment structures.

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Communication and Literacy at Home Overview

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Communication and Literacy at Home Overview

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Please explore the resources below for more ideas on supporting Communication and Literacy at home.

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Please explore below for resources related to our drama for learning ethos.

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Renaissance - Complete Literacy Solution

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Renaissance - Complete Literacy Solution

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Please explore below for resources related to Talk For Writing at Parkside.

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Please explore below for resources related to our Reading Comprehension approach.

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Please explore below for resources related to our handwriting curriculum.

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Please explore below for resources related to our whole word reading intervention.

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Phonics: How to pronounce pure sounds | Oxford Owl

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Please explore below for resources related to our phonics curriculum.

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Learn all the signs for the letters of the alphabet. Can you remember all the phonic sounds? Can you spell out your name?

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Celebrating British Sign Language and Braidwood's Academy

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Signing digraphs and trigraphs to help you with your phonics.

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Mrs Collinson - The Parkside School. Phonics and signing videos.

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A new image each day with ideas to discuss, and write about.

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Instead of groans at the beginning of a writing lesson, your class were excited to pick up their pencils and you were the teacher that sparked their imaginations!

Even your most reluctant writers are generating adventurous vocabulary, perfecting punctuation and filling the page with no signs of stopping!

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Engage even your most reluctant writers with inspiring images, fun writing prompts and daily short burst writing activities that improve writing stamina.

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An NHS guide to handwriting development, detailing the progression of skills and suggested activities.

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Your 5 vowels are at the tips of you 5 fingers!

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Letter formation powerpoint presentation, showing ascenders in the sky and descenders in the ground.

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Pie Corbett talks you through the main principles and methods of the Talk For Writing process.

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Share your videos with friends, family, and the world

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All lower case letters are either 'curly caterpillars', 'long ladders', 'one armed robots' or 'zig-zag monsters'. Find out how to form them correctly here.

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How many of these signalong signs do you know? They can help you learn your digraphs and trigraphs.

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Start a conversation about what you're reading.

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Start a conversation about what you're reading.

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English and phonics activities you can do at home without a computer or a printer.

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English and phonics activities you can do at home without a computer or a printer.

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The Talk for Writing website with information about the methodology.

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Talk for Writing, developed by Pie Corbett, supported by Julia Strong and the Talk for Writing team, is powerful because it is based on the principles of how people learn. The movement from imitation to innovation to independent application can be adapted to suit the needs of learners of any stage.

Talk for Writing has had an outstanding impact on schools. Typically, schools have found that children initially double their rate of progress and, where the approach has been applied systematically across a setting, many schools have moved from dire results to outstanding success. Schools already performing well have not only increased attainment, but also enjoyment and engagement.

How effective is Talk for Writing? Click here to see data and research
The Talk for Writing approach

The Talk for Writing approach enables children to read and write independently for a variety of audiences and purposes within different subjects. A key feature is that children internalise the language structures needed to write through 'talking the text', as well as close reading. The approach moves from dependence towards independence, with the teacher using shared and guided teaching to develop the ability in children to write creatively and powerfully.

Schools underpin their English work by establishing a core reading spine of quality fiction, poetry and non-fiction that all children experience and draw upon. Imaginative units of work are developed to create a whole-school plan that is refined over the years, is well-resourced and documented to release teachers from planning and preparation so that they can focus on adapting their teaching for children's learning.

The key phases of the Talk for Writing process, as outlined below, enable children to imitate orally the language they need for a particular topic, before reading and analysing it, and then writing their own version.

1. Baseline assessment and planning - the 'cold' task

Teaching is focused by initial assessment. Generally, teachers use what is known as a 'cold' task or a 'have a go' task. An interesting and rich starting point provides the stimulus and content but there is no initial teaching. The aim of this is to see what the children can do independently at the start of a unit, drawing on their prior learning. Assessment of their writing helps the teacher work out what to teach the whole class, different groups and adapt the model text and plan. Targets can then be set for individuals. By the end of the unit, pupils complete a 'hot' task or a 'show us what you know' task which is an independent task on a similar type of writing with an interesting stimulus. Progress should be evident which encourages pupils and helps schools track the impact of teaching.

2. The imitation stage

The teaching begins with some sort of creative 'hook' which engages the pupils, often with a sense of enjoyment, audience and purpose. Writing challenges, such as informing Dr Who about how the Tardis works or producing leaflets for younger children about healthy eating, provide a sense of purpose. The model text is pitched well above the pupils' level and has built into it the underlying, transferable structures and language patterns that students will need when they are writing. This is learned using a 'text map' and actions to strengthen memory and help students internalise the text. Activities such as drama are used to deepen understanding of the text.

Once students can 'talk like the text', the model, and other examples, are then read for vocabulary and comprehension, before being analysed for the basic text (boxing up) and language patterns, as well as writing techniques or toolkits. All of this first phase is underpinned by rehearsing key spellings and grammatical patterns. Short-burst writing is used to practise key focuses such as description, persuasion or scientific explanation.

3. The innovation stage

Once students are familiar with the model text, then the teacher leads them into creating their own versions. A new subject is presented and the teacher leads students through planning. With younger pupils, this is based on changing the basic map and retelling new versions. Older students use boxed-up planners and the teacher demonstrates how to create simple plans and orally develop ideas prior to writing. Ideas may need to be generated and organised or information researched and added to a planner. Shared and guided writing is then used to stage writing over a number of days so that students are writing texts bit by bit, concentrating on bringing all the elements together, writing effectively and accurately. Feedback is given during the lessons, as well as using some form of visualiser on a daily basis, so that students can be taught how to improve their writing, make it more accurate, until they can increasingly edit in pairs or on their own.

4. Independent application and invention - the 'hot' task

Eventually, students move on to the third phase, which is when they apply independently what has been taught and practised. Before this happens, the teacher may decide to give further input and rehearsal. Students are guided through planning, drafting and revising their work independently. It is essential to provide a rich starting point that taps into what students know and what matters so that their writing is purposeful. Writing may be staged over a number of days and there may be time for several independent pieces to be written. With non-fiction, students should apply what they have been taught across the curriculum. The final piece is used as the 'hot' task, which clearly shows progress across the unit.

It is important that at the innovation and independent application stages, the writing becomes increasingly independent of the original model rather than a pale copy. Whilst four-year-olds may only make a few simple changes, older students should be adding, embellishing, altering and manipulating the original structure. From Key Stage 2 onwards, almost all children will be using the text structure and writing tools to write, drawing on the model, their wider reading and experience so that they are writing independently at a high level. This has to be modelled in shared writing.

The aim of Talk for Writing is to develop imaginative, creative and effective writers. In the same way, the aim of Talk for Reading is to grow confident, critical and appreciative readers. No student can be said to really be a reader until they make their own choices about what to read and begin to develop a taste. In the same vein, children are not really writers until they decide what they want to write and have opportunities to create their own writing tasks and write about their interests and lives creating stories, poems and informative writing for themselves.

For this reason, schools plan 'invention' units which often sit between taught units. These 'invention' units are when students have time for their own writing. Teachers may provide a stimulus such as a film clip, interesting object, drama, wordless picture book, work of art, music, visitor or visit as a starting point but the students decide what and how to write. This is truly independent writing. In the early years, children should be playing at making up stories daily, acting stories out and at least once a week be led by the teacher through making up class stories for future sharing.

5. Final assessment - building on progression

The quality of the model texts is crucial to progress. The models should be short and provide excellent examples of the key linguistic features being focused on, and they should increase in difficulty. With younger children, the imitation stage will take longer, as the children need to establish the language patterns that will underpin their learning; this is so that they can see how to innovate on a text and write their own version independently. As they get older, more sophisticated ways of imitating text and a greater range of models can be used, and there will be a greater emphasis on ensuring that the innovation stage helps the pupils to move away from the initial model, so that they become increasingly skilled as independent writers.

When the children are first taught a text type, they will co-construct the toolkit to help them understand the ingredients to consider. As they progress up the school, these toolkits should travel with them so that, year-on-year, they are refined as the pupils develop their skills. Over time, they should internalise these toolkits so they select appropriate features automatically and no longer need a visual support to scaffold their writing.

More about Talk for Writing

Transferable core principles

The core teaching practices and principles that are transferable across subjects are:

Keep it simple and clear

Use a strong, core model:

Read and explore models, attentively

Teacher as model reader, writer, mathematician, etc

Demonstrate how to do things - 'I do, we do, you do'

Teach language needed orally as well as through reading

Think aloud to explain

Use shared and guided work

Provide other models

Show examples and talk it through

Use effective examples of children's work and they talk it through

Small steps, bit by bit, for new and hard material:

The daily drip, drip rather than once a week

Don't swamp children with too much

Pitch it high and expect everyone to succeed:

Differentiate through scaffolding

Lots of scaffolded practice where needed

Guide less confident children

Gradual release of responsibility

Aim for high rate of success

Provide feedback in lessons, after lessons:

Feedback leads to action by children

Feedback leads to re-teaching in a new way

Capture learning points with examples on learning walls/ in journals:

Use quizzes and reviews to embed learning

Our aims

Raise standards in English across the UK for all children

Establish a rich, engaging English curriculum

Develop schools and early-years settings that can independently sustain improvement

Ensure top quality consultancy so teachers are inspired, know what to do and how to do it

Promote a culture of learning from each other and sharing best practice

Our key values

Passion for purpose

Integrity

Openness, kindness and consideration

Learning from each other and sharing good practice

Providing real value for money

Respecting teachers' professionalism

Accrediting other people

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What is Talk for Writing? - Talk for Writing

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Talk for Writing is an engaging framework for teaching literacy across the curriculum, developed by Pie Corbett and Julia Strong