In 2012, Debbie was awarded an MBE in the Queen’s New Years Honours List for services to education.

The Potential of Alphabetic Code Charts and the Two-Pronged Approach to Synthetic Phonics Teaching: Systematic and Incidental” Use the most accurate form of English grammar and the most appropriate register for the writing task.As part of the writing sequence, children learn how to plan their ideas, draft their writing, review their own work and the work of their peers and make consequential edits and redrafts. On some occasions, our pupils are then able to publish their pieces of work and will be given further opportunities to apply the specific writing skills learned in the different writing genres.

A break-down of the New Curriculum requirements into termly overviews that have been mapped across weeks as half termly plans 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). Debbie is a founding committee member of the International Foundation for Effective Reading Instruction (IFERI). Next, we put the topics in across the whole year (very broadly). These we took from a list of common topics compiled from Devon subject leaders’ suggestions at a previous briefing. We’ve just put a topic heading in our example – schools will have far more detail of coverage of the wider curriculum than we have and therefore would know what independent writing opportunities would be available. Some of the sequences will link directly to schools’ topics and some may not because this is about covering the English curriculum in a progressive and sequenced way and considering that English is a subject in its own right, not just a vehicle for delivering the curriculum.This section suggests a description of what the children will have written by the end of the sequence. Elicitation task

We work closely with our English Ambassador Schools to explore and share practice when planning, teaching and assessing sequences of work. The Primary English team has been thinking about ways to plan for writing progression across the primary years. We have recorded a possible model for Year 3, based on the use of our teaching sequences, which was introduced to subject leaders during our autumn 2019 briefings. Debbie lists several ‘Phonics Teaching Tips’ she considers important and helpful to know for systematic and incidental phonics teaching. The Simple View of Reading diagram and the equivalent Simple View of Writing diagram can help to ascertain the general reading and writing profiles of your learner or learners. Note the date and age of the learner in the quadrant that most closely indicates the general reading (or writing) profile and then bullet point any theories and knowledge you have of the learners’ difficulties or ‘next step’ needs: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. Each set of session plans focuses on objectives from the National Curriculum for reading for the relevant year group or phase. The plans are independent of one another and there is no particular pathway or progression through them as this will be determined based on the developing needs of the children. Debbie suggests informing learners’ parents/carers about the importance of ‘phonics’, ‘handwriting’, and ‘language comprehension’ for underpinning reading and writing – emphasising the need for masses of ‘talk’ and ‘experience of books’ in the home environment. For this purpose, see this simple explanation of the roles of phonics and language comprehension for reading and spelling here: