Are you half-term happy? Holidays are fantastic 11plus learning gifts!

A huge motivational entrance test hello and a very short burst of happiness to remind you the half-term is gifting you time to plan and weave in happy hours of intentional eleven-plus learning.

Your child can make huge progress during these long days, as well as having a fun break. Please find two to three hours a day to go over difficult subjects, to rehearse different writing essays, or to focus in on a handful of test strategies and techniques to blast your child’s score and progress. You can do it, your child can do it – you have to do it. As someone who teaches during the holiday – and as a parent who took both his children through the 11plus journey – I vow with everything I can that holidays are superboosts of learning. Whatever you are doing, do lots of it this week!

Looking for help? Consider the 11 Plus English Masterclass Bundle as part of your toolbox. Targeted, specialised help is yours for less than half-price. You’ll find everything I’ve learned as a father, tutor, teacher and writer to help your child thrive.

If you haven’t yet, remember to sign up for your free course on why time is such a superhero of the 11plus. Just look at the box to the right of this post (assuming you’re reading this online). I’d love you to sign up to the blog to make sure you catch all other posts. (There have been some important ones recently, so make sure to visit and read over previous posts.)

Stay half-term happy! My best, Lee

Reason 5 of “5 reasons NOT to wait until Year 5 to start preparing your child for 11plus entrance tests”

Hello again. (Welcome, if this is your first time visiting). Leading on from Reason 4, today we come to the second big benefit, superboost 2, of starting with easier, younger material. (If you missed the last post, Reason 4, I’d encourage you to click back and read that first.)

Do you remember in Reason 3 we discussed the need to learn specific test and preparation strategies? (Click here if you missed Reason 3.) The second benefit is that

your child is going to have a much stronger chance of learning these strategies while practising on easier, age related material.

You could set aside a handful of practice tests just to learn these reusable skills. For example, many multiple choice tricks and techniques can be mastered early on. Consider how the answer options in multiple choice English tests are often cleverly similar, designed to look correct and trick rushing skim-readers. Using this to your advantage, if the questions and answers are fairly straightforward at first – which they will be in a test for ages 7-8 in comparison to a test for ages 10-11 – you can better teach the hacks that will help your child find the right answer, without your child becoming confused by the question itself. Indeed, tests for younger children tend towards simple, information-finding questions, whereas higher level tests will introduce more complex questions that ask why something happens, or ask your child to infer, to work out an answer that isn’t in the text using clues from other information that is there.

Let’s look closely at a trick and a hack in action!

A question asks for the year in which an event in the passage took place.

Use this opportunity to point out that when questions ask for a date, the test may actually try to play 4 tricks, discussed below. The fourth trick is more complex, but if your child has learned to look for the first three tricks, they can use the hacks for these to help solve the fourth one.

  1. It is likely that if there is a question on dates, more than one date appears in the text. A child can see the first date they come to in the text and use that.
  2. Answer options might use all the dates in the text. A child may see a date, recognise it from the text, then think – Ah yes, I saw that, it must be that one. The temptation to use what you see in the text quickly can be very strong. It just seems to make sense – if it’s there, it must be right. Not so fast…
  3. Incorrect dates may be similar, sometimes switching digits. E.g. 1789 becomes 1798 or 1879. When under time pressure, our minds are fantastic at finding small pieces of evidence and immediately turning it into the answer we need.
  4. The date may not even be mentioned in the text! What? Yes, really. What are you supposed to do if this is the case?

To hack date questions and supercharge your child’s test skill-set, you can teach them the following, extremely practical hacks. (WARNING: Before we start, here’s a thought point. What if you leave it late to show your child these skills? There appears to be quite a lot, especially when you consider we are only discussing dates, so it makes sense to begin early and learn the skills slowly and surely. There are dozens of other strategies that you can teach your child, so get them started soon!)

  1. Underline or dot the date on the question paper, so you know what you are being asked.
  2. Read the question closely (You can find lots of targeted, effective, child-friendly ways to properly question the question in the Grammar School Success in Multiple Choice English ebook, available individually and as part of the English Masterclass Discount Bundle), so you know what finished looks like. What are you actually supposed to do in the question? Misreading questions is one of the biggest causes of children losing marks.
  3. Check each date with the information around it in the text to see if this is the one being pointed to by the keywords in the question.
  4. Check the digits and the order of the digits to make sure you have the right choice in the answers.
  5. If the date is not in the text, do the next two hacks:

a) First, top and tail. Look above the text for an intro or title, then look below the text for extra info. Sometimes info you need is located here, either in context (it will tell you it was during WW2, for example) or openly written, e.g. the author and date of publication come as a footnote at the end of the passage.

b) Look for info in the text that helps you work out the date. Suppose you are asked in which year a character was born. It doesn’t tell you her birth year or birthday, but there might be pointers to the event, or other numbers which refer to it. It could say something like:

“Four years ago, on her fifth birthday, Jaya had been given an ancient piece of paper with a code on it. She stared, transfixed, at today’s newspaper – The Daily Spark, Monday 5th October, 2023 – and the headline on the front page: it was the same code.”

What information will help us answer the question? In the example above, the date is 2023. 4 years ago, Jay was 5, so we can take away 4 and 5 from 2023 to infer he was born in 2014, 9 years ago. Your child then checks the answer options for this figure. (Also teach your child to be check that answer options are not playing tricks even with this inferring information. For example, a wrong answer might be the date if you take away 4 years instead of 9.)

You can improve your child’s ability to solve date questions by having you both create questions designed to be tricky, hiding the date deep inside the writing, as we did above. You can have a lot of fun creating lots of layers and rules to uncover the answer.

Now, does this feel like a lot for your child to learn? The brilliant news is if you start early, you have the time to teach them one at a time. You also – and this is my favourite reason for starting early – allow all these hacks, all these techniques, to become just habits, automatic tests your child will apply to certain questions – as we said in our last post, like brushing teeth and looking for traffic before crossing the road.

The gold is that, as questions increase in ‘difficulty’, you remind your children that the tricks and hacks stay the same and can be used on all levels of question! This should create a virtuous circle, whereby the time taken to learn the tricks and hacks using easy material helps your child read and answer more and more complex questions correctly and quicker, as she or he approaches the creative challenge of aiming for 100% in later practice tests and on the day itself. The strategies they used to solve simpler tasks can be used on harder tasks! Thus, with the hacks learned and embedded, you can spend a large part of Year 5 refining knowledge, language technique, spelling, practising cloze, learning new vocabulary and grammar, reading lots, as well as creating incredible, stand-out writing.

That’s all for today. Please come back for Reason 6 on Saturday, or sign up to the blog to make sure other posts come straight to you. (We all need fewer clicks in our lives!) You’ll know from reading the start of the series that I quickly realised while writing early posts that there were more than 5 reasons not to wait. Hence, there’ll be 6, possibly 7 reasons in this mini-series.

I truly hope today’s reason makes it clear that starting early is without doubt the best possible 11+ action plan. Thank you for reading and for nurturing your child’s 11+ opportunity. Start learning, stay learning, stay happy.

Best, Lee

Reason 4 of “5 Reasons NOT to wait until Year 5 to start preparing your child for 11plus entrance tests”

Straight in today; your time is short and after 3 days of our mini-series blog/mini-blog series, I know you’re ready for the reason.

Reason 4 has two sides to it, both of which offer true superboosts to your child’s learning and enjoyment of 11plus prep.

Reason 4: Start early – Y4, Y3, Y2 – and your child will begin with easier, age related material. (Bond, for example, has books for 5-6, 7-8, etc.) Easier material at the start allows two magical things to happen:

  1. You give your child important early wins in their work, exposing them to the happy feelings of getting questions right, which can be enormously motivational. Securing early wins at a time when your main aim is building regular learning habits and a real enthusiasm and love for learning is turning the sails in your child’s favour.

Few children – or grown ups – like to get things wrong, especially in front of the person who cares for us. At least, not at the start. Working on harder material straight away – which is a real risk if starting from scratch in Y5 – can make some children worry. Even worse, if they consistently get a lot of things wrong in early sessions, the habit that can be created is a reluctance to work, a tendency to avoid the regular hours of home learning that make the difference.

However, if you are simply trying to introduce or supplement the knowledge they are learning at school through extra home learning, using materials for a younger age group, it is more likely that initial scores will be higher.

In effect, their first impression of extra learning is success.

Another recommended way you can play this as their teacher is to start with easier material regardless of their age. Again, what you want them to experience is the thrill of getting things right. It can lift self-esteem and build resilience for later, harder material. You want your child to think: Well, I got it right before, so I can get it right again (you can say this to them to encourage); you don’t want them to think, Well, I got it wrong before, so I can get it wrong again.

I would say always start them on easier material. If your child is in Y4, let them work through a Y3 age-related book or two. You don’t have to tell them it’s easier material. Let them tell you proudly that they find it easy, then simply move through the difficulty levels without labelling them as such. For non-verbal and verbal reasoning, this can be especially helpful, as much of the material will be brand new.

KEY TRUTH: When you start early, you give yourself and your child time to go through these different levels.

Okay, so we’re learning that kicking off the 11plus journey with easier, younger material helps secure early wins and allows your child’s first impression of learning to be success, which should:

  • boost motivation,
  • supply your child with lots of good learning feelings (children are often more emotional than rational at this early stage, so switching on good emotion could support the development of rational, question-based thinking and stamina),
  • help build the crucial superhero habit of regular learning.

So that’s superboost 1. I said at the start there were two huge benefits to setting off on the 11plus journey by passing through easier, lower-levelled material.

Ready for superboost 2?

Come back tomorrow and we’ll go through that. I want each superboost to stand alone, framed in its own mini-blog, to give you time to think about each one, to help you grasp their power and inspire you to start teaching your amazing child now!

Thank you for reading and for nurturing your child’s learning opportunities. Visit 11plushappy.com to read the rest of the posts in the series. Why not sign up to the blog to make sure you receive the posts straight to your inbox?

Start learning, stay learning, stay happy. Lee

Reason 2 of “5 Reasons NOT to wait until Year 5 to start preparing your child for 11plus exams”

Yesterday, we admitted the important truth that starting to prepare in Year 5 could be simply expecting too much for some children, given the amount of material to be covered versus the amount of time available. Today’s reason, Reason 2, is actually an extra one I realised while writing the reason 2 I was going to tell you about today. I was planning to add a couple of sentences onto yesterday’s post, a sort of P.S. to Reason 1, but there was too much to say on the subject. It was too important to brush over. So, in fact, there are 6 reasons not to wait. Expect this 5-part miniblog series to now have 6 parts!

Reason 2: The age factor. How old is your child? If your child is younger in their year – sometimes they are nearly a year younger than others – that can be an influence on how much they can learn within a given time. As importantly, as a teaching consideration, are the ways they may learn best at a younger age. If you start in Year 4, you have time to develop learning games in the home that can hook their imagination, sense of fun and need to play. You can still maintain a lot of these throughout Year 5, while at the same time developing their stamina to sit longer exam papers.

Two powerful effects of play-based learning:

  • It’s more fun and will often lead to longer sessions, as well as helping to build your learning relationship;
  • It’s more likely to be practical, and for many children, this ‘concrete’ experience of doing things will help them thrive.

Here’s a link to a simplypsychology article on Kolb’s Learning styles, giving a brief overview of this ‘concrete’ learning style, alongside other learning styles, in case you’d like to have some context. As an illustration, my daughter and I, towards the end of Year 4, opened a Problem Shop in the kitchen. She was the owner, ‘the boss’, and I would post written maths problems in an envelope through her shop door. She would then call me up on a pretend phone (sometimes a real one) and try and explain how she would solve it for me. I would sometimes ask if I could come to the shop so she could show me on paper, which she always agreed to because she was in role as a polite shop owner! This matched her love of drama and was an excellent way to have several, very short ‘lessons’ at spare points in the day. When similar problems were met in practice papers, I would remind her of the similarity to a problem her Problem Shop had solved for me.

Children love to play, and sometimes fun, unusual approaches will stick in the memory longer or clearer than only sitting with a book. (You still need to do this, of course.) To help with measurement, estimation and approximation, we measured spaghetti sticks and then predicted how many we would need to make a path to reach the garden. It goes without saying that we had a lot of fun making the path, especially when it came to going down the stairs. We were also able to discuss how much the pasta would weigh, using the mass of one pack. (Food can be an amazing learning tool.) A similar game was to make a Book Path, laying out every book we had in the house, then learning probability from trying to work out the likelihood of landing on a fiction or non-fiction title, or a title by a favourite or least-favourite author.

It goes without saying (teach your child this sentence opener as a rhetorical phrase they can use in persuasive letters – because, of course, I am going to say it) that what made these games so enjoyable and effective was that I had started long before the test, so I knew I had time to meander and spend important time going through this process. There was less pressure than if we had started a few months before.

Age is not the defining factor, but it is most definitely a strong influence. As I wrote yesterday, part of the reason for starting earlier than Year 5 is simply because you can. So many children can learn ideas and topics not covered until Year 5 or 6 when they are in Year 4 or earlier. Perhaps a more precise way to think about it is that it is more to do with stage than age. What stage of learning is your child at? Of course, you may not know until you try them with material from later years, so go ahead and introduce these materials. For example, I use the picture-rich CGP KS2 Maths Book on children in Year 3. At this point, they have only entered KS2, but the book covers material right up to Year 6, a lot of which children can grasp, or at least begin to grasp as they move on into Year 4.

Okay, that’s the end of an extra reason not to wait until Year 5 to start preparing your child for eleven-plus entrance tests. Thanks for letting me add an extra reason. Please come back tomorrow for Reason 3 – the one I said at the end of Reason 1 that your child cannot afford to you to miss.

Why not sign up to the blog to get the reasons automatically sent to your email? (Remember to check spam or the gmail promotions tab, and to whitelist the blog post.)

You can also grab a free email course on why time is so important to the 11plus – and what you and your child can do about it. If you’re reading this on the 11plushappy! website, check out the yellow box to the right of this blog post.

Thanks for reading, and thanks for giving your child the once-in-a-lifetime opportunity that is the eleven-plus. Have an amazing week of learning together. Stay learning, stay happy, Lee

Five reasons NOT to wait until Year 5 to start preparing your child for 11plus entrance tests

Dear parent/carer,

A plea from a tutor’s heart. The message is simple – if you can, start teaching and preparing your child for the 11plus in Year 4. Whether that’s at home, with a tutor, or both, it is undoubtedly an easier – and possibly more successful – process than if you wait until Year 5. Please note, I am not suggesting you need a tutor in Year 4. You may, of course, decide you would like a tutor (the four corners of that learning team – child, teacher, parent/carer, tutor – can do amazing things) but as a parent or carer, there is so, so much you can do to help your child. Remember that they spend more time with you than any tutor will, so a lot of your child’s progress – and in some cases all of their progress – will come from a combination of your child’s school, you – and your child!

I know many parents will already be at the Year 5 stage. In that case, the best time to start is always now. Today. This moment. Pick up a book and get learning. I know, too, that many children can be successful with just one year. Some children are faster learners, as are some adults, and will already be ahead or secure in many concepts. If your child loves their learning and are doing fantastically at school, then this may be the case.

But…many children need longer. In any case, all children will benefit in some way from an early start. Over the next 5 days, in 5 mini-blogs, I want to spell out five powerful reasons why you are advised to get ahead and get going a couple of years before an eleven plus exam. (Actually, looking back at that sentence, perhaps there are six; getting ahead is, in itself, important.) You probably know, or suspect, most of these reasons already, but perhaps you are holding back, or are just unsure. My hope in writing is to guide you to see that taking action now in your own home with your child is the safest plan.

Reason 1: Simply put, it can be expecting too much to ask some children to learn everything in a year. While most topics are covered in primary schools, your child needs to remember and be able to apply their knowledge quickly and methodically. For that reason, you must go over these topics again in detail in Year 5. Thus, using Y4 to make sure lots of learning is covered and secured is vital.

It’s also true that many children can learn concepts not covered until Y5 or Y6 earlier if given the chance. Sometimes, the chronological nature of the curriculum is about organisation, not simply age. So, as you practise multiplication for example, why not introduce square or cube numbers, simple alegbra, two or three step word problems that need multiplication to solve?

It is also the case that your child needs a good grasp of Year 6 topics for the test, yet many of the tests come at the start of Year 6. An early start at home in Y4 can help clear a path for learning the Y6 curriculum in Year 5.

If everything is left until Year 5, there is a chance your child can simply run out of time to learn everything well in a way that will allow them to apply maths or English knowledge to new questions and comprehensions they will meet for the first time on the day of the entrance test. (If your child’s school of choice tests using verbal reasoning or non-verbal reasoning, starting early is crucial; they will not have been learning these subjects and techniques in any meaningful sense as part of the primary curriculum.)

The situation can become fretful if, as you approach the day itself, your child is grappling with new concepts. Of course, all of the time, even on the day of the test, your child can and will learn or revise something, a gap in knowledge can be filled, a pronoun or adverb can be discovered. However, what happens if there is one area of learning in which your child, rightly, needs more time with to understand fully?

(Quick question: how long does a child need to learn something?

Answer: As long as they need.)

With this extra time, she or he might be as competent as anyone in this area. If the time is limited, however, it may not be possible to short-cut. An outcome is the result of a process. Learning is often a spiral process, whereby you return to a subject periodically or from different angles, allowing the skills and information to become more embedded each time, over time.

Okay, there’s your first reason not to wait. Please come back to 11plushappy! tomorrow for reason 2 – your child can’t afford you to miss this reason.

Why not sign up to the blog to get the reasons automatically sent to your email? (Remember to check spam or the gmail promotions tab, and to whitelist the blog post.)

You can also grab a free email course on why time is so important to the 11plus – and what you and your child can do about it. If you’re reading this on the 11plushappy! website, check out the yellow box to the right of this blog post.

Thanks for reading, and thanks for giving your child the once-in-a-lifetime opportunity that is the eleven-plus. Have an amazing week of learning together. Lee

Do the keyword dance: How to use (and not use) keywords to answer multiple choice comprehension questions

PLEASE READ THIS – YOUR CHILD’S 11 PLUS SUCCESS MAY DEPEND ON IT.

Forgive the capitals and the warning, but I’m writing this immediately after a teaching session, in which my very capable student learned a hack and then did something unexpected that your child must not do!

To set the context, I’m including the entire hack here, so you can teach your child and understand the Keyword Dance fully. You’ll hopefully see this is a very practical step that your child can actually do on their own, once you have looked at it together. This is Happy Hack 12 from the instantly downloadable book, Grammar School Success in Multiple Choice English – 59 Easy Ways to Score High in your 11 Plus English Exam. It’s also on kindle at amazon,

as well as being part of a summer learning deal at less than half price.

At the end of the hack, we’ll discuss the unexpected thing my student did. To be clear,

keywords are important words in the question

that tell you exactly what the question wants to look for. Once you have identified these (I show you how in the book, in a separate hack), you have something to look for. Okay, here’s your hack…

Happy Hack 12:

Back and forwards, back and forwards

Do the Keyword Dance!

No, not the keyboard dance, the keyword dance. Get off your computer now, silly.

After you’ve read and spotted and underlined keywords in the question and the writing, do the Keyword Dance as you attack each question.  Here’s how:

1. Find the question keyword or phrase in the passage.

2. Read the whole sentence the word is in.

3. Read a sentence or two before it (Back).

4. Read a sentence or two after it (Forwards).   

Doing this is sometimes enough to find the information you need to answer correctly.   

Say you want to answer the question:

Q. How do the people near the tiger feel?

a) Terrified.

b) Confused.

c) Happy.

d) Really tired because they’ve been running away from it all day.

Your gut, common sense brain might think terrified is the most appropriate answer – it’s a tiger after all. But wait, do the keyword dance.

You look for the word ‘tiger’. You find it. Great, but it doesn’t tell you enough yet. Read before and after to find out about the special world this word lives in.

Is the tiger in a zoo? In the wild? About to eat its lunch? Shopping in Asda? Only a pretend tiger, really it’s your teacher dressed up for charity? This will make a huge difference to your answer. 

What happens if the Keyword Dance doesn’t work?

Relax.  

Maybe the keyword is in more than one place. You’d expect to find the word ‘tiger’ a few times in an article about tigers, wouldn’t you? Maybe the first place you find it is telling you what tigers eat. Not what you are looking for.

Just look for the keyword somewhere else, along with other keywords in the question. In the question above, we could be looking for the word ‘near’ as well, or a phrase like it, e.g. close to.

TIP: Quite often, we need two keywords to be together to find the right answer.

This is one way the answers try to trick you, by giving you one keyword and hoping it will turn you into a Rushie.

No, thank you.

Each time you find the keyword or words, do the dance – before the word, after the word, then the sentence before, the sentence after, occasionally two sentences before and after. 

It’s only one hack of many, yet it’s one of the most helpful in finding the info you need to answer the question.  

…Okay, welcome back to the blog post. You can see that keywords are amazingly helpful. In the lesson I was giving this morning, we were rehearsing a couple of hacks, one of which was the Keyword Dance. The question asked why the bay was good for fishing boats. The paragraph that we were asked to look at had lots of info about types of fish, types of boats, types of fishermen, as well as info on the weather and time of day. My student explored the paragraph twice, but was adamant that he couldn’t find the answer.

Why? This is what he did – he didn’t look even once for the keyword: bay. He was confused by all the info, felt there was too much, became sidetracked with the similarity of fishing boats with fisherman and fish, and was thrown off course by the weather info.

I asked him to go back to the question. What was the one word that was most important – what did the question actually want him to know? He looked again: “Aaah, BAY!” he yelled. Immediately, he found that word, which only appeared once in the paragraph, did the keyword dance and found the answer – the bay was sheltered.

So simple, if you actually use the hack. If you actually look for the keywords. Otherwise, you’ve wasted seconds underlining keywords that can’t help you even though they want to because you don’t use them.

Two large, lovely lessons from today that absolutely work as a team:

  • Teach your child the Keyword Dance. Practise it in your practice papers.
  • Children – USE IT. Actually look for the words that matter. You are not trying to answer a random question – the questions are very specific. Find the keywords in the question you are answering and find them again in the text. The answer will be there, promise!

Was this blog post helpful? You can sign up to the blog for free to keep yourself informed of more tips. There are lots more (58 more, as you will have worked out from the title of the book!) happy hacks waiting to help your child reach their highest mark in Grammar School Success in Multiple Choice English – 59 Easy Ways to Score High in your 11 Plus English Exam. You can buy it alone, or as part of the crazy summer learning deal, which gives you all four books in the series for better than half-price.

Thank you for investing your time in these words and thank you for nurturing your child’s Great Eleven Plus Moment!

Stay happy, Lee

How can you help your 11 plus child in the summer holidays? Try this 15hr weekly plan.

(Part 4 of a 4-blog mini-series.)

Actually, it looks as if it will be a five-blog mini-series; there’s a lot of info to help you. All to the good. The last time we spoke, we looked generally at morning and afternoon patterns of learning. What follows is a zoomed-in look at a day from an effective weekly routine.

Week 1: Monday

  1. 9.30 a.m. – English multiple choice test – 50 mins.
  2. A small 10-break, then mark the test. You can mark it together, asking your child to look at the supplied answers and check against their paper. Ask them to play at being the examiner, not getting upset at wrong answers, but rather being curious to know.
  3. Identify the learning areas your child got right. For example, did they score highest in spelling, punctuation, grammar or comprehension sections? Note this and see if the same thing happens on the next test.
  4. Identify the learning areas your child missed marks on. Note this and see if there is a pattern on the next test. Did they score lowest in comprehension, or did they not see the tricks being played in the punctuation questions? Be very upbeat about discovering these areas. You are both playing detective to find out what the next area is that they are going to be brilliant at.
  5. Suppose comprehension was low-scored. Looking at the reading text AND the questions, can you work out together why it was tricky? For example, it could have been a misunderstanding of vocabulary. Were there a lot of words your child didn’t know? How did this affect the score? Was it just choosing the wrong meaning from a list, or did the misunderstanding lead to a misreading of the meaning of the text, perhaps the motivation for a character’s actions. Or was it the questions themselves that were misread? Was it even something to do with the tricky way the answers are laid out like traps? I found so many tricks in both the questions and the answers of most multiple choice English tests that I wrote a very helpful book explaining them all, along with explanations of what your child can actually do to beat those tricks and boost their scores.
  6. To finish the English session, pick up on an area of weakness immediately and learn something together. Suppose there are often lots of words your child doesn’t know (indeed, even if they do know lots of words), then start a daily habit of learning 5-10 new words a day. You could do this in a million different ways. Take the letters in their name and find words in a dictionary or thesaurus beginning with each letter; find five words that start with the same letter; choose one word and its meaning, followed by a word that starts with the last letter of the previous word; focus on verbs only, or adverbs, or nouns, etc; find five words that use the same prefix, e.g. indecipherable, inhumane, innocuous; five words that end with the same suffix, e.g. courageous, advantageous, epigeous. You can make a game of it, using a dice to find a word to land on. Alternatively, if punctuation is an issue, have a twenty minute learning session on how to use a particular mark, e.g. semi-colon. Once it is half-understood, put it into practice and have your child write sentences using the punctuation mark, or have them deliberately fool you by leaving out the problem punctuation mark, which you have to spot.

If you’ve spent 2hrs on a session, not including breaks, then that might be enough for a day’s targeted learning. Let your child continue with their day, BUT HANG ON…Remember to include other good learning habits, such as daily reading later in the day, shared loud reading to each other, listening to audiobooks or programmes that use formal language such as nature documentaries, leaving background programmes on that use formal language, such as Radio 4 documentaries, and avoiding over use (or any use) of electronic games that might zap their mind and undo the good work you’ve just done. You are trying to lead your child into the zone, into a summer holiday mindset of learning and thinking, with minimal drag from activities that don’t support learning.

If you haven’t used 2 hours, or fancy targeting 3-hours, then you could have an hour away before repeating the process for Maths, or verbal/non-verbal if your choice of school tests using these. By week 3, it would be very helpful to make time for different subjects in the same day, to build stamina and to give the brain experience of switching between subjects, which they have to do during their real test.

Okay, perhaps we’ve covered enough for now. Hmm…and we’re only at Monday. This is turning into less of a mini-series and more of a season box set! It all matters and all has to be covered. Make sure you read the previous blogs to help you catch up with where we’ve got to.

Thank you for nurturing your child. Start learning, stay learning and stay 11plushappy!