Connected Texts - What these look like in my class

In The Beginning

When I first started whole-class teaching a few years ago, I began to think more about connected texts. Many of the texts that were promoted as connected texts for use were simply connected based on the sound pattern being learned. I understand this focus—the point is practice, and practice is important. However, the texts were often simplistic and, honestly, made little sense.

Again, I get it. Those early texts for novice learners are important. With limited sounds, it is hard to create texts that are both relevant to learners’ needs and genuinely interesting. These decodable sentences absolutely have an important role to play when it comes to practice, as do word ladders and similar word-reading tasks. I still use these regularly as part of my literacy sessions.

However, when it came to whole-class reading, I wanted more of my “connected” texts to have a real connection to what we were learning—not just connected through sound patterns, but through meaningful content. I think this element of 'connected' text is often overlooked in favour of those that connect because of the sound patterns being practiced and wanted to bring a a greater balance back to the texts I was using.

I started with my character texts.

You can find out more about these and the intention behind them here. If you have been reading my posts, you will know these were wildly successful and had an unintentional impact on writing. You can read about that here.

It was this impact on writing that helped me see how powerful it is when everything is drawn together—when learning is connected rather than taught in ill-defined boxes. The more we connect it all up, the greater the impact on children’s progress.

Much of my early thinking that led to these connected texts can be found in this blog post.

Types of Connected Texts

I now have three quite distinct types of “connected texts” that I use regularly.

 

1. Character Texts (The OG)

Just like the originals, the aim is for these to be at least 60% decodable. For many of my children, they are 80–90% decodable. Within these texts I strive to have a sound pattern that we are practicing so that children are seeing and mapping this frequently.

We tackle these as a whole class, and for those who need extra support, they simply receive an extra dose—either before or after the class reading. With a strong focus on sentence-level comprehension and repeated reading, the ultimate goal of these texts is fluency.

Each time I write a new instalment, I make sure that children are only reading one new section, while the rest has already been read on previous days. This not only supports fluency development but also builds confidence allowing us to focus on prosody.

These stories revolve around the adventures of several animal friends, and the children often guide the direction of the stories through discussion and prediction. At times they even come up with new characters to be added to the stories.

Perhaps the most important factor in the success of these texts is a character called Pearl.

 

Meet Pearl

Pearl is a possum puppet who exists both in our world and in the world of the story.

She regularly “visits” the classroom, adding detail, context, and richness to the adventures—filling in the gaps that simple decodable texts cannot always capture.

It’s hard to overstate the impact of this. The moment Pearl appears, the energy in the room shifts. Children lean in, they listen more closely, and they invest more deeply in the story.

If you have not yet brought puppets into your classroom, I would strongly encourage you to give it a go. The level of engagement is something you truly have to see to believe.

 

Building Understanding

Each time we read the next instalment of the story, children draw a picture to show what is happening in the text.

This year, I have started adding a space for writing a gist. Essentially, we think about the new section of the story, consider the “who” and the “do”, and come up with a simple gist sentence. This is great practice and will link further into our Self-Regulated Strategy Development (SRSD) writing work as we move forward.

Some children may only be able to record a key word, while others choose to write their own sentence instead of the one we develop as a class.

The three images below show the first three instalments of our character stories. You can see how a new part is added each day, along with sound patterns and words we need to unpack as a class, as many of us do not yet have the code for these.

 

Our Reading Routine With These Texts

We follow a consistent routine for these stories. Children usually sit with a buddy they know they can work well with. When the stories are handed out, children read the earlier parts and attempt the new section. They underline words they are unsure of—especially those their buddy cannot help with.

1. We read the earlier parts together as a class. I then read the new section aloud, unpacking anything that needs attention.
2. We read the new section together, followed by the entire text as a group.
3. Children then read the whole text independently, and then again with their buddy.
4. As a class, we develop and record a gist sentence.
5. Children draw a picture to represent the text, while I check in with anyone who needs additional support.
6. The text goes home for further practice.

Below are some images of the stories that are finished with the picture and gist. As you can see, early on our 'gist' is very similar to the new sentence, children will be supported to develop independence with this to a greater degree over the year. Finding the who and the do, along with the what, where and when is a skill we work on when reading a text that then flows through to our writing.

 



As we progress through the year, these texts will become more complex and there will also be speech. This is a good opportunity to turn them into short plays that can be acted out, nothing helps comprehension like bringing the text to life.





Below are a couple of examples of the stories that we are reading at the end of the year. By this stage, children are having a lot of say 'via Pearl' about what happens in the stories. You can also see the connection to our class chapter book in this piece.

2. Poems, Rhymes and Songs

I am a huge fan of Reader’s Theatre and approaches such as storytelling schools and Talk for Writing. Poems, rhymes and songs are a regular part of our classroom, and they provide a natural way to integrate music with reading.

Over a period of one to three weeks (depending on time), we focus on learning a new song, rhyme or poem. The goal is for students to know it by heart. Along the way, we draw pictures to represent each part—similar to the Talk for Writing approach—and, where it fits, we incorporate instruments to bring the piece to life.

By the time we come to use the text as a whole-class reading, the children already know it well. This familiarity builds confidence and allows them to focus more on fluency and expression.

As part of the process, we revisit the text together and often include activities such as word hunts. These usually focus on words that appear frequently throughout the piece, helping to reinforce recognition and understanding in a meaningful context.

We also make time to perform the piece—either as a whole class or by taking on different parts. This is always a highlight, and the children absolutely love it.

Below is an example of one of the songs we learned, performed, and then used as a shared reading text.

3. Knowledge Reads

These texts link directly to our wider topics and are often more complex in nature. The purpose of these reads is to build knowledge, unpack vocabulary, and develop comprehension together.

They are not intended to be independent reading texts. Instead, I read them aloud, with some children contributing by reading selected sections where appropriate. This allows all students to access the content, regardless of their reading level.

Our knowledge reads are usually connected across a sequence, meaning key vocabulary and ideas are revisited and reinforced over multiple texts. This repetition supports both understanding and retention.

These texts also link strongly to our writing. As we progress through the year, they increasingly become model texts. We use them to identify the gist and draw out important ideas, which then feed directly into our writing work.

Children take these texts home to share and discuss with their whānau. There is no expectation that they will read them independently. That said, many children naturally begin to see these texts as a welcome challenge and, with a little support, are able to read parts independently.

From these knowledge reads, we build knowledge webs around each topic. Once a topic is complete—whether it runs for two weeks or up to half a term—I create a short quiz, which the children absolutely love. They also like to be in charge of making a quiz for others.

Our Own Written Texts

Alongside these three types of “connected” texts, we also create our own.

As we progress with Releasing Writers (SRSD), we spend a lot of time on whole-class writing, often using frameworks such as CSPACE or TIDE. These pieces are developed collaboratively, with ideas shared, discussed and refined as a group.

Once completed, I publish the texts so students can take them home to use as reading material. They absolutely love this. There is a real sense of ownership and pride in reading something they have helped to create.

We craft and edit these pieces together, making the writing process visible and supported. This shared approach provides a valuable opportunity for students to learn how writing works—how ideas are shaped, improved and refined over time.

You will have to excuse how messy the images below are—they very much reflect my teacher scrawl while leaning across the board! The stories themselves, however, are written in the children’s words. I type and lightly edit them as the students share and agree on their ideas, ensuring the final piece remains true to their thinking.

The Link to Writing

What I have found over the years of developing this approach is that the spin-off benefits for writing are significant. What we are reading about, we are writing about—and what we are writing about, we are reading.

Because of this, children rarely struggle to come up with ideas. The strong connection between reading and writing provides a constant source of inspiration and purpose.

What About Decodable Books?

Decodable books still have an important place in our programme. We use them as practice tools, and children spend time throughout the day building their skills with these texts.

Students who need Tier 2 support receive additional time with me, reading decodable books at an appropriate stage for their needs, connected to the sounds they are currently learning.

I also recommend this short podcast by Tim Shanahan, which explores the role of complex texts for young readers. It is well worth a listen and is only eight minutes long:
https://shanahan-on-literacy.cohostpodcasting.com/episodes/won-t-challenging-texts-discourage-young-readers

Rethinking “Connected” Texts

Traditionally, connected texts are defined by their role in reinforcing a specific sound pattern. While we still use texts in this way—through fluency sentences, reading ladders and decodable books—I think it important that we also think of connected texts in the broader sense.

For me, these texts that are connected to understanding, connected to the curriculum, and a way of bringing everything together are just as important.

While novice learners do need to develop strong decoding skills, using these types of texts with my Year 1 and 2 class also allows us to focus on all the other strands of the reading rope. At the same time, we are strengthening connections across our classroom curriculum.

I have found this approach to be incredibly powerful.

As children build a solid foundation in the code, you begin to see a great deal of self-teaching emerge. These connected texts create even more opportunities for that to happen, allowing children to apply what they know in meaningful and supported ways.

Exciting Times Ahead

If you know me, you will know that I am a huge fan of dramatic inquiry. I am really excited to begin weaving this approach into our character texts.

There is already trouble brewing on the farm… A large old tree—home to Pearl and many other animals—is set to be cut down to make way for a road.

What will our animal friends do? And more importantly, how can we help?

Coverage - learning should not be about ticking boxes!

The narrowing of the curriculum "winners and losers"

Over recent years, significant changes have taken place within New Zealand’s education system under the banner of improving “achievement.” These shifts—often framed around The Science of Learning and promoted as best practice—have driven widespread curriculum reform and reshaped and narrowed professional development. While we all would acknowledge that change in pursuit of improvement is both necessary and expected, concern arises when its direction is leading us down a path where only certain achievement is valued and the gap between those winning and losing only widens.

It is very apparent that these reforms appear to be influenced by perspectives that prioritise standardisation, comparison, and measurable outcomes over the complex realities of teaching and learning.  I know that many educators (myself included) who put their hands up to be part of this conversation were ignored in favour of those with little understanding of the classroom.

This has fostered an environment where schools are positioned within narrow parameters of success, reinforcing distinctions between “winners” and “losers”—where those that win, were already winning and those that lose maintain their position.   In fact the changes have only served to put those schools who prioritise actual achievement for all, actual progress and take time to understand and nurture individuals at a further disadvantage.  Current approaches risk overlooking the lived experience of classrooms and the professional expertise of educators working directly with diverse learners. 

The consequence has been a significant narrowing of the curriculum, where certain domains are elevated at the expense of others, and learning is treated as a series of discrete components rather than a deeply interconnected process. In striving to measure achievement, we risk losing sight of the broader purpose of education: to support the growth, curiosity, and success of every learner in a holistic and meaningful way.

There are many concerns with the current direction of education that could be explored at length. However, rather than attempting to address everything at once, this post focuses on one key issue: coverage.

Despite a growing emphasis on literacy and mathematics, the number of expectations—of “boxes to tick”—has only increased. The pressure to demonstrate coverage has become a dominant theme in professional conversations.

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The Problem with “Coverage”

Every day, educators are asking the same questions:
“How do I cover everything?”
“Has anyone created an overview?”
“How many weeks should I spend on this?”

These are understandable concerns. If we are dedicating substantial blocks of time each day to reading, writing, and mathematics—often under the assumption that more time equals better outcomes—then it becomes increasingly difficult to meaningfully address the rest of the curriculum.

The only way to “cover” everything, under this model, is to reduce learning to a checklist: to move quickly through content, ticking off areas without truly engaging with them. In this sense, we are not uncovering or discovering learning—we are simply skimming its surface.

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Rethinking What It Means to Cover the Curriculum

It may seem counterintuitive, but genuine coverage requires a shift in thinking. A curriculum, no matter how well designed, is ultimately a collection of knowledge and priorities determined at a particular moment in time. To truly meet it, we may first need to step back from it.

This is not about disregarding the curriculum. Rather, it is about temporarily setting it aside in order to focus on how learning actually occurs—then returning to it with a deeper understanding of what has been achieved.

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Learning Is Connected, Not Siloed

Learning does not happen in isolated boxes. It is interconnected, layered, and built through experience.

Consider the child who enters the classroom with a deep passion for living things. That passion was not developed through isolated lessons or pre-determined units. It emerged through rich, immersive experiences—moments that sparked curiosity, built knowledge, and led to further questions.

An interest in the beach may lead to a fascination with shells. That fascination may evolve into curiosity about the creatures that inhabit them, their habitats, and their life cycles. From there, the child begins to understand ecosystems, interdependence, and environmental impact. Along the way, they develop a genuine desire to read, write, and communicate what they are learning.

This is what connected learning looks like. One idea leads naturally to another, and knowledge builds in meaningful, lasting ways.

By contrast, working through a curriculum as a sequence of isolated experiences—designed primarily for the purpose of coverage—does not produce the same depth or engagement, in fact it is highly likely what has been learned, is quickly forgotten.  Meaningless.  

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The Reality for Many Learners

Unfortunately, fewer children are arriving at school with these kinds of rich, real-world experiences. This is a reality we must acknowledge.

The question then becomes: Can we recreate these immersive, connected experiences within the classroom?

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The Role of the Arts in Creating Experience

The answer is yes—and the arts provide a powerful way to do so.

Through the arts, we can place students inside experiences they may never otherwise have. A child may never participate in a whale rescue, but through drama and creative exploration, they can step into that world—experiencing its urgency, emotion, and complexity. This fosters curiosity and builds knowledge in a way that is both engaging and memorable.

Similarly, a child may never have the opportunity to snorkel on a coral reef. Yet through carefully designed dramatic moments we can immerse them in that environment. They can develop an emotional connection to the place, understand the ecological pressures it faces, and even explore the perspectives of those whose livelihoods depend on it.

Drama, in particular, allows students to:

• Step into different roles and perspectives
• Explore past and future contexts
• Engage in dialogue with characters and ideas
• Consider cultural viewpoints and complexities

These experiences naturally integrate multiple areas of the curriculum, while also building deep understanding along with a desire to learn more.

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Planning for Connected Learning

Planning in this way begins not with the curriculum, but with clear end goals for learning. These goals focus on what we want students to be able to do and understand, rather than what content must be “covered.”

Examples might include:

• Exploring multiple perspectives
• Forming and justifying opinions using evidence
• Revising viewpoints in light of new information
• Understanding ecosystems and their interdependence
• Recognising the significance of environments such as coral reefs

From these goals, a flexible sequence of experiences can be developed. Some elements will be carefully planned, while others will emerge organically as students engage with the process.

Teachers might:

• Build foundational knowledge before entering an imagined context
• Move in and out of dramatic scenarios
• Introduce problems, texts, or perspectives to deepen thinking
• Use literature or visual prompts to extend understanding and further pique curiousity.

As these experiences unfold, connections between areas of learning begin to form naturally.

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Returning to the Curriculum

At the conclusion of such learning, the curriculum can be revisited. What often becomes clear is that far more has been “covered” than initially expected—across multiple learning areas and competencies.

Coverage, in this sense, is no longer about ticking boxes. It is the result of meaningful, connected learning experiences that engage students deeply and authentically.

And perhaps most importantly, it brings us closer to the true purpose of education: not simply to cover content, but to cultivate understanding, curiosity, and a lifelong capacity to learn.  Developing children with emotional connections, knowledge and competencies that will later mean they become adults that can and will make a difference in our world.

P.S - One of the best things about teaching this way is that 'management' is not an issue.  This approach sees children immersed in the learning process, in control, the balance of power is shifted and the dynamic changes.  Those children often most 'disengaged' become your most avid participants.

= - The meaning behind the sign

One of the important elements of the scope and sequence is the intention to correct students' understanding of the equals sign, or hopefully even prevent the need for correction in the first place. For many children, the equals sign is mistakenly perceived as a directive to perform an operation, commonly interpreted as "add it up." This misunderstanding becomes evident when students encounter equations such as 5 + ? = 7. In these instances, many students mistakenly add five and seven, as they have been conditioned to see the equals sign mainly in its typical position—preceding the final result of an operation.

The Equals Sign: A Relational Symbol

What these students often miss is that the equals sign is fundamentally a symbol of balance and equivalence. It serves as a relational symbol, indicating that the quantities on either side of it are the same, or "equal." This concept is not being explicitly taught, leading children to fill in the gaps with the simplest interpretation: performing an operation.

Mathematics is fundamentally about understanding relationships. From the very beginning, children need ample opportunities to explore the relationships between quantities. This exploration should be supported with materials, images, and the use of procedures. Understanding the equals sign is crucial in this process, as it sets the foundation for more complex mathematical concepts later on.

Equality and Mathematical Relationships

The equals sign in an equation signifies a relationship of equality and balance. This understanding is foundational and integral to grasping more advanced mathematical concepts. When students comprehend this, they can also understand the relationship between the equals sign and other mathematical symbols like the less than and greater than signs.

In efforts to simplify learning, many educators resort to gimmicks, such as portraying the less than and greater than signs as "crocodile mouths." While these methods may seem helpful, they often lead to further confusion. Explicit teaching of these concepts is far more effective than relying on such gimmicks. When in doubt, clear and direct instruction is the best approach. Just tell them!

It wasn't until I wrote the scope and sequence five years ago that I truly began to reflect on the meaning of "equal." Over time, I've come to realise just how critical this foundational understanding is.

Last year, I introduced my Year 1 and 2 class to vertical algorithms. This method wasn't initially part of the scope and sequence, but it seemed a natural progression from our work on expanding larger numbers. It dawned on me then about the importance of the "equals line," reinforcing the relational aspect of equations—a simple yet often overlooked piece of knowledge.

In my current Year 1 and 2 class, most students initially perceived the equals sign as "add it up." This clearly indicates the necessity of addressing this misconception even earlier on.

By reinforcing the relational meaning of the equals sign, we can provide students with a more solid foundation in mathematics, preparing them for future learning and understanding.

By the end of last week, they were showing a great growing understanding, showing the relationship between the numerals we write and the Woodin patterns we learn.

I love this little guy when we are exploring equality, his mouth moves to show the relationship between amounts, I think this has been my best buy in many years!

Epidemic Alert - We are building a system that is just making things worse!

Addressing the Educational Epidemic

Recognising the Crisis - We are at tipping point

We are facing a significant educational epidemic that has been quietly developing over many years. Over a decade ago, when we first embraced play-based learning, we began to notice alarming declines in oral language skills among children entering school. Initially, it was just a few children; now, it affects more than half of a class.

Worsening Symptoms

This epidemic extends beyond oral language. Over time, we have witnessed a decline in social and emotional skills, and more recently, in motor skills—both fine and gross. Shockingly, children who arrive with movement skills, good social and emotional abilities, and a keen interest in learning, are now considered advanced. This was once the norm.

The Tipping Point

We have reached a critical tipping point. At least half of new entrants are unable to form sentences, lack social skills and emotional understanding, and struggle with basic motor skills like hopping, skipping, crawling, running, and jumping. Many children lack the hand strength to hold a pencil or open a container, and they often struggle with sitting due to poor abdominal strength.

Cry for Action

Despite advocacy on this issue by play based experts and those that understand the brain (myself included), it has only recently gained more prominent attention, but will those in power listen? 

Our children, chronologically five years old, are developmentally equivalent to 2.5 to 3-year-olds. The pervasive use of devices exacerbates these issues, impacting attention span, eyesight, and overall development. If a parent gave a child drugs, society would be outraged. Yet, allowing children hours on devices seems acceptable.

Misguided Government Policies

Regrettably, the government believes it is excelling at the basics by implementing structured literacy and math, allocating an hour a day to these subjects, and enforcing poorly conceived standardised tests. These measures ignore the fundamental problem.

Imagine assessing phonics after 20 weeks for a child who cannot form sentences, recognise letters in their name, or perform basic movements. Instead of spending money on ineffective overseas assessments and solutions, we must address the root issue.

The current mindset assumes that expecting more from children who are capable of less will solve everything. It won't. We need to eliminate politically driven initiatives and focus on implementing the actual basics brilliantly.

A Call to Action

1. Prioritise Movement: Recognise that movement is crucial for brain development. Children are more sedentary than ever, fixated on screens rather than running, climbing, jumping, and rolling. Ensure that new entrant classes embrace play for at least six months, if not the entire first year. Ensure that classes in the second and third year or school, also embrace an understanding of play and implement play alongside explicit teaching.

2. Eliminate Devices: Remove devices from all junior classrooms. Ensure that device use from Year 4 up has a clear purpose and is limited.

3. Invest in People: Our junior rooms require a 1:10 ratio, some as low as 1:5. Invest in teacher aides, relationships, and connections to prepare children's brains for academic learning.

4. Enhance Outdoor Spaces: Invest in areas that encourage movement. Movement skills are vital for preparing the brain for learning.

5. Support Developmental Engagement: Allow teachers time to engage with students developmentally and understand how to best work with them.

6. Rethink Assessments: Conduct phonics and number checks after two years at school.

7. Rethink Standardised Testing: If standardised tests are necessary, implement them at Year 5 and 6, not from Year 3 and make sure the information gained from them is worth the hassle of conducting them.

8. Support Junior Teachers: Understand the challenges faced by junior teachers and provide the support they need.

9. Educate whānau: Help families see how destructive devices are. Fund initiatives like ‘reading together’ however focus these on the importance of movement, play and the power of reading to and talking with children.

Aligning Realities

The reality in our schools must become the government's reality. Understanding the challenges we face and implementing strategies that genuinely help is crucial. Current policies often hinder our ability to perform effectively. Let us start by aligning our priorities with the real basics for genuine educational improvement.

Mind your language!

Language and communication are fundamental to how we gather information about our world and express our understanding. This blog post focuses on the significance of language in learning, particularly in the context of mathematics.

The Journey into Language

My interest in the role of language in learning began with a focus on oral language development. Over time, I’ve come to realise that language encompasses much more than just spoken words; it is a crucial component of all learning processes. During the 23 years at my School, I've observed that every child requiring Tier 2 or Tier 3 support has struggled with either expressive language, receptive language, or both. Despite its importance, language doesn't receive the attention it deserves. For instance, Developmental Language Disorder (DLD) is still not widely recognised in New Zealand, yet at least one child in every classroom may have DLD.

The Importance of Receptive Language and Vocabulary in Maths

Everything in education ties back to language. This post will particularly focus on receptive language and vocabulary understanding in mathematics. As someone who is self-diagnosed with dyscalculia, I've struggled with maths concepts such as quantity, directionality, and time. This in fact led to the development of a scope and sequence, aiming to prevent other children from having similar negative experiences. Through teaching myself with this framework, I've realised how effective explicit vocabulary instruction and connecting concepts can be in overcoming these challenges.

The Struggle with Mathematical Vocabulary

Many children struggle with mathematical vocabulary, just as I did. Fortunately, addressing this issue is relatively straightforward, but we must ensure that we don't take any term for granted. Here are some examples from my experience:

For years, I didn’t understand why multiplication was called "times tables." I had learned multiplication as "groups," which failed to help me make the necessary conceptual links. The term "times" didn't click for me until I realised it meant multiplying 'lots of times.'

I consistently mixed up "horizontal" and "vertical." It wasn't until I connected "horizontal" with "horizon" that I understood the term without needing to look it up again.  You can imagine how this impacted many aspects of mathematics in high school particularly.

As a child, I found terms like "whole numbers" and "natural numbers" perplexing. It wasn't until I began working with the scope and sequence that I understood what these terms meant.

I was confused about the difference between "equations" and "algorithms" until I associated "equation" with "equal" and "equivalent."

Many students face confusion due to inadequate vocabulary comprehension, which leads to fragmented understandings of mathematical concepts. This isn't limited to maths; language impacts all areas of learning. For children with language struggles, morphology becomes even more critical. Addressing these gaps with deliberate vocabulary instruction can significantly enhance comprehension and learning outcomes.

By focusing on explicit vocabulary instruction and fostering conceptual connections, we can better support students struggling with language and mathematical concepts, helping them build a cohesive understanding and improving their overall learning experience, hopefully we can put a stop to generations of children growing up believing that they are 'just not a maths person.'

This video on connections may be useful when thinking about language.

Along with this one on the crucial role of language

The Goldilocks Zone - The Scope And Sequence in 2025

 

I am currently in the process of reformatting the scope and sequence. This task has been more time-consuming than anticipated as I continue to incorporate all the wonderful additions that emerged quite spontaneously during sessions this year (I guess you could say I have been in my own Goldilocks zone, something I want for all teachers.)

It is incredibly heartwarming to witness an idea that began as a mere germ of an idea in 2020 flourish and strengthen over time. 

 What was that idea? To create a scope and sequence, structured in such a way that met the needs of my learners with dyscalculia, in turn meeting the needs of all.  I had seen the success of Structured Literacy and was driven to create that for maths, at the time, it was something I could not see being created well.  I wanted to make something even the most reluctant math teacher could pick up and grow from.  

This year has been particularly successful, primarily due to my growing understanding of teaching mathematics each year.  

Every year, part of our reporting process includes student voice.  Consistently, when I ask my class about their favourite subject, they overwhelmingly choose maths. While this is not unusual—maths is often a popular choice in my class—this year, the difference was in the children who expressed this preference. Many of the students who were initially uncertain about their abilities in maths have now listed it as their favourite, or at least as a subject they wish to continue improving in.  Some were really explicit about their next steps, expanding large numbers, multiplication, subtraction, change unknown, all areas they listed as wanting to improve in.

Many of those children who wanted to fade into the background during a math sessions, began pushing themselves to the fore.  

This led me to ponder: what made maths the most favoured subject for my students this year? What had I changed or improved upon?

In 2024, I developed a solid understanding of the importance of basic fact fluency and the instructional hierarchy. I experimented with retrieval practice techniques and achieved some success.

In 2025, I continued to focuson subitising (which my scope and sequence is based on) and the use of concrete materials. But my aim this year was to transition students more quickly to more pictorial and abstract thinking. This approach, guided by the instructional hierarchy to determine when to employ fact retrieval practice, has been very effective.  Thank you Brian Poncy, Sarah Powell, Anna Stokke and Amanda VanDerheyden to name a few.

The confidence my students display in maths can be attributed to engaging them in the 'Goldilocks zone'—working within their skill range while gently extending their abilities to bridge new concepts. The emphasis has been on achieving success, building robust foundations, and recognising when students are ready to be challenged or need more practice. I strive to ensure that no child is left behind, aiming for all students to 'get it.'

Operating within this zone fosters a sense of success, fun, and achievement, a dopamine hit! It allows children to connect new concepts and build strong schemas, through a scope and sequence designed to support, grow and connect, rather than rushing them through.

This year, I have observed my students thrive, eagerly expressing their love for maths and seeking more independent problem-solving opportunities, even in their own time. Parents have also shared their amazement at their children's progress and enthusiasm for maths.

The role of basic fact fluency—achieving automaticity (declaratively) in two seconds—has significantly influenced how my students perceive themselves as budding mathematicians. This approach of ensuring no child falls behind in whole-class instruction has benefitted everyone and made it easier to extend those who need it within the same conceptual framework.

I am admittedly biased, but I genuinely believe this scope and sequence is outstanding. With a sustained emphasis on teacher understanding, it holds the potential to provide our Year 1-3 children with exceptionally strong foundations in mathematics and not a workbook in sight!

PS- I thought the Goldilocks zone was something only I dwelled upon, but this podcast is fantastic to listen to.

 

When Did Balance Become a Dirty Word?

Bringing Balance Back to Education

I am currently working on rewriting my scope and sequence, striving to make it even more user-friendly. I know, I know, I can hear everyone saying, "Leslee, stop, take a break, give yourself some time!" I hear you all, and please understand, the chance to refine my scope and sequence so others can have a better experience using it, alongside the opportunity to write, is my idea of a break. In fact, it's a chance to finally release the thoughts and ideas that have been occupying my mind all year.

The Importance of Balance

Now, let's dive into the main topic of this post: balance. Balance is essential, right? We are constantly reminded to achieve a work-life balance, to eat a balanced diet, and to balance rest with exercise. Yet, when it comes to teaching and learning, the word "balance" has somehow become controversial, a dirty word.

When we started advocating for structured literacy, the word "balance" became closely associated with "balanced literacy." Unfortunately, as soon as anyone mentioned "balanced," they were met with criticism and thoroughly chastised.

The mere mention of "balanced" has, for some reason, come to imply that we are not committed to best practices, and thus, should be dismissed.

Reclaiming Balance

However, I am here to reclaim the concept of balance—not to advocate for balanced literacy per se, but to emphasise that balance is crucial if we are to succeed for our children. The current "prescribed" curriculum being promoted nationwide is, in my view, a sham—a placebo, if you will, reminiscent of the Emperor's New Clothes.

The disparagement of the word "balance" has led us to a narrow path, a path where, if we are not careful, we will discard all the good that makes schools places where children can truly thrive. This prescribed curriculum is turning us into fools, leaving us exposed, prancing around as if we were clothed.

This does not mean I am against getting the teaching right. The very existence of my scope and sequence (which can be taught across mixed levels) is a testament to my commitment to excellence. This blog also serves as further evidence of that commitment.

The Missing Element

Here's the kicker: what the government is missing is that they are eliminating the very elements that would make their touted teaching practices work effectively for all, not just a select few. They are pushing out play, relational practice, the arts, culture, time to connect, individuality, understanding—they are pushing out balance, the very things that we as human beings need to thrive.

Without the beautiful nuances that make a successful school truly successful—provision for play, developmentally informed practice, relational practice, local curriculum, the arts, neuroscience-informed practice, and people—the prescription they are offering leaves us vulnerable, balancing between the here and the upside down.

So, let's bring balance back. For those of us who have never let it go, hold on tight, because without it, we are nothing more than a foolish naked Emperor, prancing around proudly, too vain to admit we are getting it wrong.