Think Forward Blog
Designing a Low Variance Spelling & Reading Curriculum: Jenny Baker FAQs
Hundreds of TFE members tuned into Jenny Baker’s session in September 2021. If you haven’t seen it yet, you can catch up here. While Jenny tackled many member questions in the session, she couldn’t get to all of them!
Enjoy this blog of her responses to a few key questions from this talk. If you have more questions feel free to add a comment to this blog post.
A school improvement journey: St Monica’s Wodonga
Hundreds of TFE members tuned into Jack Neil’s session in August 2021. If you haven’t see it yet, you can catch up in the Members’ Area. While Jack tackled many member questions in the session, he couldn’t get to all of them.
Enjoy this blog of his responses to a few key questions from this talk. If you have more questions feel free to add a comment to this blog post.
First Question: What assessments do you use?
We use the following assessments.
Sounds Write screener and segmenting and blending assessment
Castles and Coltheart 2nd Edition (CC2)
Phonological Awareness Skills Test (P.A.S.T)
Morrison and McCall Spelling Scale
DIBELS Data System that target sounds, letter ID, word accuracy, segmenting blending, fluency, comprehension among other things.
For writing we split our assessment into writing TRANSCRIPTION assessments and writing IDEATION assessments. We have established school wide level expectations on both as success criteria and working towards moderating these to refine accuracy and information to inform teaching.
Five Ways Series: The Science of Reading
Five Ways Series: The Science of Reading
Over the coming weeks, Think Forward Educators will be posting a series of blog articles written by educational experts providing ready-to-use tips on how to implement the Science of Reading into the classroom.
Inspired by Tom Sherrington’s Five Ways Collection, the posts have been edited and curated by Brendan Lee and Dr Nathaniel Swain.
Heather Fearn
The challenges of teaching coherently without a school-wide approach. Individual teachers cannot easily deliver well-sequenced, cumulative instruction without shared structures. A clearly mapped, carefully planned scope and sequence across subjects ensures that students encounter the right content at the right time, and that teachers avoid both unintentional gaps and unnecessary repetition in what students learn.
DEVELOPING A KNOWLEDGE-RICH SUBJECT CURRICULUM
(Webinar featuring: Heather Fearn - Snapshot blogpost by Samantha Charlton)
Heather Fearn’s webinar, Developing a Knowledge-Rich Subject Curriculum outlined some of the key ideas that schools and teachers should consider and understand when enacting a knowledge-rich approach to curriculum.
Some of Heather’s focus areas included:
The significance of subject-specific knowledge in developing students’ broad and interconnected schema of knowledge. The ability to think like an expert; whether a chemist, literature expert, philosopher, geographer or artist, depends on a substantial body of disciplinary knowledge built over time. To make this possible, we need to untangle our previous integrated-studies approach in areas such as History, Geography, The Arts and Science so each subject can be taught cumulatively and coherently.
The difference between hierarchical and cumulative knowledge. Hierarchical knowledge develops in a necessary order because each idea builds upon the one before it. Maths is an obvious and familiar example of this. Cumulative knowledge, by contrast, grows over time as securely sequenced concepts are revisited, deepened and connected within and across subjects.
The challenges of teaching coherently without a school-wide approach. Individual teachers cannot easily deliver well-sequenced, cumulative instruction without shared structures. A clearly mapped, carefully planned scope and sequence across subjects ensures that students encounter the right content at the right time, and that teachers avoid both unintentional gaps and unnecessary repetition in what students learn.
This level of interconnected knowledge and understanding begins with carefully chosen and taught building blocks.
Heather’s points about the vagueness and lack of clarity in the curriculum resonated with me. She showed how unclear expectations make coherence difficult and often lead teachers to plan in inefficient and unsustainable ways. While adhering to a specific and granular school-wide scope and sequence, or the use of well-designed resources that were not developed in-house, can initially feel as though they reduce a teacher’s autonomy or limit opportunities for creativity, the wider impact is clear: students are able to build more secure and substantial knowledge. An added benefit is that teachers can use their planning time more effectively, focusing on how they will teach rather than trying to decipher what they need to teach.
Heather’s webinar reinforces that clarity, coherence and disciplinary knowledge matter. As many schools shift their practices within other aspects of teaching and learning, the development of a knowledge-rich curriculum that provides clarity for teachers and secure learning for students becomes a valuable asset. It strengthens students’ knowledge and builds the critical thinking and confidence that effective learning depends on.
Over the coming weeks, Think Forward Educators will be posting a series of blog articles written by educational experts providing ready-to-use tips on how to implement the Science of Reading into the classroom. Inspired by Tom Sherrington’s Five Ways Collection, the posts have been edited and curated by Brendan Lee and Dr Nathaniel Swain. The second blog post of the series comes from teacher and consultant, Lindsey Bartes, on Phonics teaching.