Successfully structuring students' phonics learning so that students:

Aspect

1a

learn new SSCs

1b

consolidate their knowledge of previously taught SSCs

1c

apply their knowledge of SSCs to isolated sounds and words

1d

apply their knowledge of several SSCs e.g., to sentence level tasks

1e

demonstrate their SSC knowledge in assessments

Using the following approaches to developing students' vocabulary knowledge:

Aspect

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Aspect

2a

taking account of word frequency in lesson planning

2f

use of word families

2b

taking account of word classes in lesson planning

2g

information gap tasks

2c

directed, pre-lesson vocabulary learning

2h

(extended) texts

2d

using progressive tasks i.e., recognition -> meaning recall -> productive recall (all modes/modalities)

2i

assessments

2e

regular re-visiting (i.e., spaced practice) and use in multiple contexts

2j

opportunities for incidental learning

Using the following approaches to developing students' grammar knowledge:

Aspect

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Aspect

3a

providing succinct explanations of new grammar features

3e

gradually introducing meaningful, freer production practice

3b

comparing two grammar features with contrasting meanings / functions

3f

regular re-visiting (i.e., spaced practice)

3c

initially practising the grammar features in reading and listening

3g

doing information gap tasks, where production of the target feature is essential to communicate meaning

3d

providing extensive scaffolded production practice (speaking and writing)

3h

periodic assessments that reliably test grammar knowledge

In the classroom use of further areas of research-informed practice:

Aspect

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Aspect

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E.g. differentiation (SEND and/or more able)�

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E.g. exploiting opportunities to further spotlight FL culture

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E.g. bespoke assessment (weekly, half-termly, termly)�

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E.g. developing oral homeworks�

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E.g. adaptions to resources for extending and/or consolidating practice

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