Category Archives: Phonics Forever

Education Scotland and the Mystery of the Shifty Document Swap

KIA Briefing 2: Early Reading Back in February, Education Scotland published this: A Knowledge Into Action resource for practitioners and education staff Briefing 2: Early Reading. I blogged about the document and how it was a small step in the right direction. And although the document was flawed in places, the importance of phonics in […]

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My Verdict: Education Scotland’s ‘Early Reading Briefing’

Well, it has been just over a year since I started writing angry letters to the Scottish Government and campaigning about the need for proper phonics teaching in the classroom and in teacher training in Scotland. So today gave me cause for a little, tiny celebration, when Education Scotland published some new guidance on the […]

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Identifying Reading Problems: How will I know?

I’ve just finished an interesting article in TESS: ‘When will literacy get its fairy tale ending?’ by Emma Seith. It has a great graphic showing the depressing SSLN results compared with two years ago, and there’s some super stats about the brilliant Bookbug scheme. There’s also some advice as to what teachers could do in […]

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Closing the Gap: Get a New Plan, Stan

It has been a busy few weeks in the education world in Scotland, with what has felt like hunners of literacy reports and results being published. Having read them all, I am disappointed to find a lack of specific advice as to what schools could actually do right now, to address the attainment gap problem we […]

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It’s time to wake up and smell the /k/ /o/ /f/ /ee/

On 29th April the latest SSLN results were published, revealing the performance of our children in reading, writing, talking and listening. You would hope, that given the fact that almost all of our teachers now feel confident in delivering the Experiences and Outcomes of Curriculum for Excellence, that we would see an improvement in performance […]

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3-18 Literacy and English Review: THE BIT THEY MISSED OUT

I have just finished reading the lengthy and repetitive report from Education Scotland: 3-18 Literacy and English Review. It’s a cross between an extended inspection report and a reminder of the content of the Experiences and Outcomes; as such it’s difficult to get to the ‘meat’ of the document. The very first thing that struck […]

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