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The joy of texts

Bridging the gulf between primary and secondary cannot be achieved by teaching literacy as a series of distinct stages. Instead, it should be viewed as a continuum in which strategies to support children’s ongoing learning are shared between schools, argues Geoff Barton

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Although I studied linguistics at university, I have a shameful admission. Frequently confused, I still have to look up what a fronted adverbial is (primary colleagues will instantly spot what I did there).

But I know that if I need clarification on matters of grammatical technicality, then the best place to go is to the true experts – children aged around 10. Because, for many of them, it’s what they’ve been drilled in, relentlessly.

The anguished parent of one Year 6 child told me the other day that his son hadn’t done any physical education in school for four months. Instead, those ...

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