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Reading - SHORS and reading circles are working great and I think are very positive in my class. I like how there is very clear instructions and guidance to follow with reading. Our books are amazing and the kids thoroughly enjoy them!

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Using the grammar colours to tie in with writing has been helpful too.

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The writing could be linked in more with the success criteria we use for the cold pieces of writing because they can be very difficult to teach. The success criteria for cold pieces and the success criteria for the writing weekly are totally different. Can be difficult to get the children to incorporate and use the assessment from the cold pieces to weekly writing pieces.

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I would prefer to have a choice over when specific grammar inputs are delivered in the hope to maximise children's confidence and ability in using different grammar techniques. Currently I feel that grammar inputs are somewhat rushed and children don't get a good opportunity to develop their understanding before moving onto the next concept. 

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I would prefer to have a choice over when specific grammar inputs are delivered in the hope to maximise children's confidence and ability in using different grammar techniques. Currently I feel that grammar inputs are somewhat rushed and children don't get a good opportunity to develop their understanding before moving onto the next concept. 

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I'd definitely plan for more assessed talking and listening in term one next year.

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I think for 2nd level writing, the writing packs could be a backdrop or something to dip in/out of. I think explicit teaching of more sophisticated connectives, for example, could be taught as a lesson and practice given over subsequent weeks. Teaching of descriptive phrases and more sophisticated openers should also be taught as explicit lessons. This could be tied into reading sessions, looking for examples of -ly openers for example. This would match in with the writing assessment criteria we use for cold piece assessments.

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The writing packs are good as they provide a basis of what to cover. Lessons are easy to follow and there is a clear structure. However, I often do alter the content in the hope to maximise engagement and motivation among pupils. 

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The writing packs are good as they provide a basis of what to cover. Lessons are easy to follow and there is a clear structure. However, I often do alter the content in the hope to maximise engagement and motivation among pupils. 

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Having more of a focus with talking and listening would be really useful to follow.

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Numeracy can be tricky because we don’t have one particular pathway, the big maths scheme and our planners are quite different and neither have a suggested path to follow. I think I would be more confident if we followed a particular pathway.

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I like that Big Cat seem to be adding more and more resources to support the scheme that we have. 

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I like that Big Cat seem to be adding more and more resources to support the scheme that we have. 

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I am going to identify the elements of Talking and Listening and ensure that the class have a focus each term e.g. group discussion in Term 1, solo talks in Term 2 etc.

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Have found this a difficult area to assess. Would like to focus on more in future and have clear learning focus for each term.

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As we follow jolly grammar it can be challenging to make links to our focus in writing. I feel that kids aren't getting the opportunity to really consolidate their understanding of specific grammar concepts, especially those that are particularly challenging. 

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As we follow jolly grammar it can be challenging to make links to our focus in writing. I feel that kids aren't getting the opportunity to really consolidate their understanding of specific grammar concepts, especially those that are particularly challenging. 

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I don't think that I have focussed on Talking & Listening as much as I have the other elements of Literacy and this is something that I would like to address in my planning next year.

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I like having the writing pack as it’s something to follow and the lay out is straight forward to use which is really helpful when being new to a stage. The content isn’t always great or relevant however, it’s extremely useful for the teacher to use.

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Having one grammar lesson this year has been really helpful. The spelling words are differentiated but it means that we're learning one spelling pattern but also only concentrating on one grammar focus. This means that links can be made throughout other lessons/activities that the whole class can see and understand.

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I would prefer to teach grammar with one key focus and then differentiate outcomes

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I would prefer to teach grammar with one key focus and then differentiate outcomes

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Teaching writing in the way we do provides great structure but means that any topic based writing is usually out of sync with this.

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A variety of reading materials available. This ensures that children are not moving on too soon and can still read books that are aimed at their current level instead of progressing when they may not be ready yet. 

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A variety of reading materials available. This ensures that children are not moving on too soon and can still read books that are aimed at their current level instead of progressing when they may not be ready yet. 

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One class focus and more clear progressions/links to writing schemes.

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I like the Letters and Sounds books at the lower level of Big Cat but I wish there were more of them.

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I find it difficult to teach different concepts to each group. I then find that I am not teaching each concept as thoroughly or in as much detail I would like.

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I would teach and organise grammar differently where there is one key focus for the class and the outcomes differentiated so you could tie it in with reading and writing too.

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Great variety and range of books available for all learners. Giglets and online reading resources are superb for making links to grammar and writing skills.

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I really like the introduction of the 42 sounds. My class loved the stories, songs and actions. They are used daily and most of the class can blend with confidence.

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I don’t particularly find the way we teach grammar to be useful. I find having multiple different groups doing a variety of different topics is very hard to manage and difficult to progress or get good depth during teaching and learning. I don’t find the lessons are always purposeful as the children can’t really build on what they are learning due to the focuses being different and the writing being very different.

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I like having the spelling words already set out and feel it is easy to follow however I do feel like for some children who might not be picking up the patterns quickly it then moves on. When children  get up the school you have to keep going even though they have not picked up the basic spelling rules from previous books. 

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I like having the spelling words already set out and feel it is easy to follow however I do feel like for some children who might not be picking up the patterns quickly it then moves on. When children  get up the school you have to keep going even though they have not picked up the basic spelling rules from previous books. 

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Grammar follows a clear progression and ties in with spelling (J.Phonics)

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Grammar follows a clear progression and ties in with spelling (J.Phonics)

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Having a clear focus each term and can see the progression throughout the term.

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Lots of reading resources and books to use. The children enjoy reading the stories, Online reading resources are available through Giglets and the free downloadable resources to link Big Cat.

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Clear progression across stages and easy to pick up and use.

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Often find that Jolly Grammar does not explain the grammar skill enough and that I have to dip into Big Cat or Nelson grammar to expand further.