You know your child, you know what they like. The single rule might be: “Many ways for different brains.”
Here is a happy handful of word-learning games. Feel free to use these as springboards to get into the activity of designing or improvising games with your child as co-inventor.
1. Does your child sing? Have him sing the word, the whole list, or just sing-spell a word. It can be turned into a full impromptu kitchen concert! Try singing a well-known song, but replacing your target word for one of the chorus words, or adding a target word in to rehearse it:
“You’ve got a gregarious friend in me, you’ve got a gregarious friend in me.”
She might write a nonsense (or sensible) song using some of the words.
The extra pattern boost from melody can be powerful. It may get to the point that when she remembers, she’ll sing the word. (I once taught a very musical Y5 student to sing the formula for the area of a triangle; 3 years later, he could still sing the formula!)
2. Allocate words to numbers on a dice. However it lands, the next sentence in a story has to try and use the word in any way possible. It really helps for your child to know and apply; use the serious words in their creative writing. Words are democratic; they belong to us all. Rehearsing them helps solidify spelling, meaning and the confidence to use them again and again. Over time, your child could be encouraged to settle on a handful of lovely, adventurous words to use in more than one story, perhaps saving them for the real writing exam.
3. Use the target words when rehearsing and writing other features.
Inventing a bank of new, favourite similes (fresh, original ones), favourite adjectives (perhaps a couple of compound adjectives), favourite verbs for key actions (e.g. interesting synonyms for walking, running, eating, going, seeing, saying) and moods (happy, sad, angry, frightened, uncertain, euphoric, livid, etc.) is a great way to build options which can be used in all kinds of writing.
You could use a different target word for different features, or…
4. Take a word for a walk. Choose a word each and have a time-controlled, short game of adding the word into as many different techniques as possible. If the word has to change form to make the grammar correct, or so it can be used as a different type of word, even better. Give extra points for handling that!
Meaning: to warn against doing something, (or in some cases, to do something, but perhaps there may be better words, like advise, for this positive purpose); to disprove of something, but in sort of a kind way. Hmm, this word is looking quite slippery already, but let’s have some fun with it.
Start a countdown timer. Give enough time to write a few different features, but not so long that you lose time to learn something else, and definitely not until your child falls asleep because they’ve written a hundred sentences! Either side of 4/5 minutes should work, but in the moment, you’ll know what’s best. Here’s my shot…
Councils have left up signs to admonish people who continually drop litter in the parks. (Main verb)
Mr Round, the head teacher, admonished Stephan for drawing only triangles in his maths book. (-ed past tense)
Carter’s ears drooped, his tail ceased wagging and his head dropped, looking like an admonished school boy. (Simile) (Admonished becomes an adjective here!)
The storm was an admonishment from Mother Earth for the farmer’s failure to gather her harvest in time. (Metaphor) (admonishment is a noun)
Deeper and deeper, the wind forced its way into the forest, moaning and shrieking through the branches as if it were admonishing the trees for standing too close together. (Personification)
Caring and graceful, kind and thoughtful, Marjory Duck quacked an admonishment at her ducklings to waste no time in entering the water, in case the clever, winter-starved fox had left its den in search of a delicate, youth-flavoured dinner! (With a paired adjective sentence.)
I definitely know the word admonish better than I did before writing that.
5. Collect challenging words alphabetically. You could supply a list and your child can see if there is a word that starts with each letter of the alphabet.
6. Similar to above, but use another prompt: the letters of your child’s name, or their favourite food, etc.
7. Rhyme as many words as you can with your target word in 30 seconds.
8. Draw quick pictures or diagrams around a word to illustrate what the word means: imagine you are translating the word for a person who doesn’t speak any language apart from pictures.
9. Have your child host a quick quiz for you and another grown up. You have to supply the meaning to words she gives from a challenging list. If you don’t know them, she gets a point; if you know them, you get a point.
Occasionally giving a wrong meaning on purpose can help your child learn a word by giving you the correct meaning. It is okay if you don’t know the meaning of a word. We need to let our children feel relaxed about not knowing something and share an excitement for moments when we do learn something.
10. Draw a word tower from the top, starting with the 1st letter, then 2 letters, 3 letters, etc., until the whole word is at the bottom.
It looks cool and can make syllables and suffixes clearer. The last, full word could be drawn in a different colour to help it stand out. Let your child discover that the last letter of each row also spells the word! These designs can be put up around the house – an un-serious exhibition of serious words.
11. Do you have a licence to use that word? If there are words she loves and would like to use, then you could do a spontaneous spelling permit game at odd times in the week. Stop what you are both doing, and say something like: Excuse Me miss, Pedantic Permit Police Patrol, can I see your license to use this word? She has to spell or write it out and show you. You could be given the list at the start of the week and use that to check the licences for each word.
12. Who needs Wimbledon? Word tennis is fun as well. You don’t even need a bat or ball, although you could do it with the real thing in a garden, or a paper ball in your hands. Take a list of anything – connectives, adverbs, etc, that you want to focus on.
Speak out a sentence either beginning with a word/word type, or else use the word somewhere in a sentence. Your opponent can’t hit back until they use another word. If you want, each have a list or a single umpire list that you can run to if you can’t remember the word. Give a time-limit to how long the person has to speak a sentence. Award tennis points however you want.
P.S. No word is too serious. You can have fun with anything. Be playful and listen to the sounds of words, the look of words. Fastidious is not a better word than fussy, or even the phrase incredibly clean, or spotless. If your child knows them all and can use them with their slightly different meanings, it gives him options for creating similes, alliteration, etc., that sparkle. A fastidious flower arranger is a beautiful phrase, but then a gardener who was fussy could also be described as being a fusspot for flowerpots, which has a different sound and feel and contains a pun on words as alliteration.
True, VVV (Very Varied Vocabulary) is a powerful tool with which to dazzle the exam marker, but it is also simply more fun to use!
Hope these help.
*Big disclaimer: Before you tell me off, before you admonish me against using incorrect prefixes, un-serious is not really a word, I just like the sound of it! The preferred prefix is non-serious, so perhaps teach your child that one, although possibly hold onto the hyphen to be safe, rather than nonserious.
A conversation with a close friend, who is worrying about their daughter’s 11 plus in these difficult times, has prompted this post.
In truth, we don’t know exactly what is going to happen. We can predict, though, that something will happen. Either the tests will be rearranged, postponed, or a new system will be temporarily introduced. The first two of these are most likely; the third is not impossible to imagine. Schools could re-open earlier or later than we could predict, with the likelihood of some form of social distancing in place. It is, quite honestly, a horrible situation for our children, and for us, their carers and educators, who want to to do the best for them.
Simply, it is a reminder that we cannot control all events. We never have been able to. The current situation just makes this very, very obvious. Perhaps less obvious is the idea that this is okay, that not controlling all events does not mean we cannot control any events.
It is not, I think, about doing the right or wrong thing. No one knows enough. Instead of right or wrong, far better to think in terms of helpful or unhelpful. What is a helpful thing to do now? How can we help our children? This question opens up a world of opportunity and the realisation that there is so, so much we can do.
For me as a dad and as a teacher, two of the most helpful things we can do are:
Continue to allow them to study for the 11 plus. Continue to support them, continue to find resources and use them, over time, to make deliberate improvements in skills and knowledge, one by one, folding in new skills on top of practising old skills and knowledge.
Remember, this is helpful or unhelpful – not right or wrong. Although there are only around 4-5 months remaining before the typical 11plus entrance test season starts, your child possibly has a lot longer than that in terms of extra time through being at home and being able to spend more time focused on 11 plus learning. In effect, the extra time to spend on targeted learning each day means it is more as if they still had 6-8 months to prepare, simply because this time wouldn’t exist under normal conditions.
I’ve written before how holidays, particularly the summer holidays, are true gifts of learning for the time they create to learn undisturbed. I don’t mean your children should study 6-8 hours a day and do nothing else – that would be unhelpful! However, three hours a day, plus reading, leaves so much time for childhood, while also offering unrivalled moments of learning among the people they love most – you!
This is certainly no holiday. But if we are thinking helpful or unhelpful, then it is definitely a learning moment to seize.
2. If we must worry, and worry, it seems, we often must, then we can try and find a really helpful way of worrying, a way that actually leads to less worry and more learning. There is a way, it is very simple, and if you haven’t tried this already, I invite you 100% to try this. It is going to help a lot.
The ‘write way to worry’ means simply this: the right way to worry is to write.
Write down what YOU worry about, both in your own education, and in helping your child to get as ready as they can be for the entrance test.
Do you have gaps in your own learning? Are you worried about verbal reasoning or non verbal reasoning, possibly because, like me, until you start out on the grammar school journey, you’ve never heard of them? Do you worry about the effect of ‘pressure’ on your child? Are you unsure of what is in your chosen school’s particular test? Are you comparing your child to others?
Maybe you fear your maths isn’t good enough, or maybe it’s just one area – division, or percentages, for example.
Is English your second language? Do you get spellings wrong? Would you worry about writing a letter?
Getting your worries – all of them – down in writing (and don’t judge yourself on HOW you are writing down your worries!) might take you half an hour, an hour at the most (trust me, you’ll run out!)
it will save you and your child weeks of time on your 11+ journey.
Please – do this. Remember, this is about helpful or unhelpful. Grab a piece of paper and get going. Think-writing is amazing at bringing thoughts up you didn’t even know you had, including worries you might be pretending are not there but are nevertheless holding you back from helping your child right now. Enjoy a good worry-write. My worries about my education/What I think I don’t know/What are my gaps?/What do I think I can’t help my child with?/What are my barriers to helping my child?
How do you feel? Worse, or relieved?
However you feel, shake your own hand for what you’ve just done.
Because now you know that what you are worried about is what YOU are worried about.
Your child is not worried about the same things, and you don’t have to pass on your worries to them. None of them. At all.
Admit it, not knowing some things? It’s pretty normal. It applies to every human being on Earth, right?
Not knowing we don’t know, refusing to accept we don’t know, or pretending we do know, can be a bit more risky to your child’s success: because of superinfluence, there’s a risk they will absorb your worries, or learn to believe it doesn’t matter if you don’t know some things.
In superinfluence, we’re only passing on the helpful stuff that actually supports their 11+ success. Well, now you know your worries, you can leave them behind or keep them with you.
So not passing on your worries, that’s one great result of writing them down and exploring them. Two more things to think about.
A second benefit of getting your worries down is you’ll probably realise that a lot of the time, that’s all they are – worries.
One of my worries at the time my daughter was preparing was non-verbal reasoning. I had an almost superstitious doubt (in that I had no evidence to support the worry, it was just fear) about my ability to see patterns and work with pictures. Rather than help my daughter, I worried I would actually make things worse for her. It stopped me covering the topic. I was a primary teacher, yet nowhere in the curriculum at the time was anything about non-verbal reasoning.
Of course, it wasn’t that I couldn’t do it, it was that I hadn’t done it, so had never learned how to.
Going through various books and website resources,step by step, at a pace right for both of us, my daughter and I learned the various types of shapes and sequences. Over time, our score in tests reached the level they needed to be. That would not have happened without time, and time would not have happened if I hadn’t admitted my worry months before.
The point is this: knowing you don’t know something is a strength because you can now find about it and learn it to a level that will help support your child. This is the third benefit of worrying in this helpful way. We can look at each worry objectively and take steps to deal with each and any step that moves our child’s learning forward. Isn’t that amazing?
It might help to bear in mind, too, that whatever you do not know, you are not expected to know anything a curious, interested 11 year old is not capable of learning.
That’s a helpful perspective to keep in mind.
This doesn’t mean that you wait until everything you worried about is dealt with, that you must be ready before you start helping your child – this will lose you time. You are never ready, you become ready by doing. There are actions that you can do to help right now. Pick one and do it. My science teacher, when I was at school (Hello, Mr Jackson) taught me one of the most helpful quotes I’ve ever heard: “Don’t worry, work.”
Perhaps the most common worry is the ‘What if..?’ kind. What if they don’t get in? What if I miss something? What if they find it too hard? What if I ruin it for them? What if I show myself up and can’t understand the learning myself?
Nothing is guaranteed in life, but the possibility of things not working out is never an excuse for not striving for those things anyway. Better results often come when you believe in something as if it is already a fact, and then work backwards to map out the plan to get to that reality.
I began my son’s 11+ journey with the end in mind – I already saw him getting in to his grammar school, and then worked backwards to find all the ways needed to get him to that truth. Did I have proof that it would happen? Not a chance!
I didn’t know all the ways – I knew close to nothing. Instead, I believed that there were ways, and if there were ways, then I could find out what they were, learn them and follow them.
I invite you to do the same.
One helpful tip to stay one step ahead of your child’s learning is to read through the lesson or part of a book or resource you’re going to use by yourself before reading through it with your child. In Bond, How to do 11+ Maths, for example, read the chapter on ratio before you teach them it.
A week, an hour, even ten minutes is sometimes enough to grasp the general learning you’re about to cover. By the second or third time, as you read it with your child it will probably make sense. Even if you don’t understand a concept completely, you can lead the situation confidently and honestly by saying,
‘Well, it looks tricky, but so did the other things and we worked on them, and we can do them now.’
Another tip is to do some of the work they do with them. If you are asking your child to practise writing an extended metaphor paragraph, then have a go at writing one as well. If you are showing them long division, have them give you questions to solve, or do the same questions your child is doing, modelling a couple, then hiding your answers and turning it into a game.
Thank you for teaching and nurturing your child, you are making a difference to the world.
If you are looking for help in multiple choice English or creative writing, I invite you to a 50% discount on the 11 Plus English Masterclass 4-book Ebundle, with immediate downloads available to save even more time. Enter ‘stay at home’ in the cart. The discount is good for any book, any purchase, until our precious children return to school.
Wherever your child is in their eleven plus journey, I hope they are safe, always making progress and remain in love with learning as much as ever. Education is amazing!
The headline says it all, so if you want to skip to the books, please do. Goodness knows how we make it through this, but we have to believe at some point that schools will reopen and your hoped-for grammar school will admit the next intake. It could be sooner than we think or later than we think, but it will happen.
Whatever you are doing to stay safe and occupied, we must keep our children learning.
The good habits you and schools have established to help your children learn are crucial at this moment. Learning provides much more than a distraction from worry – it paves the way for tomorrow’s generation of heroes and humans who will shape and build and grow the best future possible. It sets your child on their best path.
11 plus exams will at some point be a normal reality again. Please – little by little – stay learning with precision and purpose. We need our children to be progressing and prepared, not in a spirit of competition or worry, but in a happy spirit of continuing the love of learning and the happiness and stimulation that come from achievement and focus. It is good that our highest goals as humans remain at the core of what we do. It is not easy, but it is good.
Please have a look at the books. I believe so strongly they can help you and your child continue learning together.
I’m sorry I am not in a position to offer them for free. With social distancing in place, all my tuition students can, of course, no longer come, so my own income and ability to keep my family food coming is under pressure. I hope that 50% off everything can help everyone survive and thrive. Please share the coupon with anyone you feel might benefit – there are no restrictions. The creative writing guides are also very suitable for upper KS2 and KS3 children. Included in the purchase is an opportunity to send a piece of your child’s written work for free, so that I can read and suggest some next steps for your child to take. This is specific to your child, not generic.
Simply add your books to the cart and write ‘stay at home’ in the voucher code box. Your 50% discount will be applied immediately.
Stay learning, stay safe, love your children, be patient, be caring, be funny, strive to be happy. In dark times, we must be the extra light.
Thank you for caring for and teaching your children. I hope that as you stay at home, your 50% off voucher code helps you and your child on their path to eventual eleven plus success.
Children, keep creating, keep learning and keep laughing. Every smile, every word, every number, every picture is worth it.
Okay, decision time. This level of superinfluence happens either before, or in the early stages of, helping your child be superhero prepared and happy.
Your child can’t do this because they don’t know the choices. They can’t see over the fence of the next hour without your help. That’s how children are; totally immersed in the moment. You are the strategic thinker, it’s your plan. Create the learning moments and your child will live them.
Here’s what you need to think about.
Deciding what and how starts with deciding where.
Why? Three reasons.
1. Each school tests slightly differently: don’t waste a minute on something your child isn’t going to be tested on.
By example, the three schools we chose for our son at the time tested English, Maths and verbal reasoning, but not non-verbal reasoning, so we ditched non-vr completely and devoted all study time on the first three areas. This freed up a lot of time, as we had been trying to learn everything. For our final school choice, only English and Maths were tested; knowing this allowed us an even sharper focus.
2. You need to know the catchment areas for schools you are interested in and how they work. Often, grammar schools have no geographical bias – getting in is based on ability in the test and that’s it. Nevertheless, some grammars may favour local children, at least for a percentage of admissions.
For example, if all children applying passed with the same high mark, the first 50-80 children (out of an average intake of 150) might be chosen from the nearby area, with the rest going to outliers. This may or may not influence your decision, but you need to know.
3.Travel time. How long will your child spend travelling to and from school? I drew the line at an hour, but there are children at my son’s school for whom two hours each way is the norm. It’s up to you and your child. Also, how will they get there? Is there public transport from where you live?
Finding out where the schools are is easy.
Visit www.ngsa.org.uk the home of the National Grammar Schools Association and do a geographical search across England or Northern Ireland. There are no grammar schools in Scotland or Wales. A google search will also throw up results quickly.
Ask at your child’s school and speak to other parents in the playground. (As complete newbies to both the area and secondary education, we found out about the local school – Wilson’s – from a neighbour who lived half way down our street and who we’d only ever had a couple of chats with. How thankful are we for that conversation and that lady’s generous information and encouragement to apply?) Parents and families may have inside and up-to-date information – an elder child who goes to a nearby grammar, for example. Your local education authority (LEA) will also advise you of any grammar schools in the area.
When you find a school that interests you, here are five questions you absolutely need the answers to, either from their website or from a
telephone call to the ADMISSIONS department. Ideally, do both – check a website
first, then follow up with a phone call to get things totally clear.
1. When and how do I apply to
2. What’s in the entrance exam? What subjects
will my child be tested on?
3. HOW do you test each subject? Is the test
A full sentence/calculation answer sheet, with working out shown for maths question?
A combination of both? If so, which parts use which format?
4. Does your school offer a sit-down ‘mock’ or practice test’? Do you provide sample questions or a sample paper?
5. When are the dates of any
open days so we can visit your school?
It might help to zoom in a little on each of these points. Remember, your child cannot do any of this without you. Nor is it your primary school’s role. You alone are the power here.
Usually, you apply in the Spring term when your child is in Y5, around Easter time, April. The cut-off date may be early July, or sometimes as late as September of Y6 if the testing takes place later in the year. There are, however, some tests which take place closer to July, and which may have earlier cut-off dates. PLEASE DO THIS STEP ASAP!
Make sure you know this date well in
In fact, if you are in a position to, stop reading this and find the date and as much of the information as you can now. It’s that important. Don’t miss it.
You must fill in a separate form for each school.
Depending on the school, you apply online, but may be able to apply by post. If you apply online, you need to upload a photograph of your child, but the process is easy, with full instructions given.
Later, in October of Y6, after you have applied separately to the school, and in some cases, after your child has sat the test for a grammar school, you fill the local authority shared Common Entry Form. On this form, you list all your school choices in order of preference. This form goes to the local authority, not the schools. Your child’s primary school will give out, and may help in submitting, this form. Do ask them.
If you have visited possible
schools earlier in the year, choosing the order of preference may be easier. Note,
I say easier, not easy.
A lot of thought and worry goes into choosing which school to put first, second, etc. Some people argue that if there is more than one grammar in the borough, it is risky to put 1st, 2nd and 3rd choice as grammars, simply because the pass rate for first choices is high enough to make it very hard to get a grammar as a second or third choice. Some parents put a grammar 1st, then choose the best secondary comprehensive they find. I can’t advise you on this, it’s your decision.
Personally, as my son had passed two tests before we filled the form, we risked it all and put the three grammars as our first three choices. I know we were not alone in doing this, and we also heard from one grammar school Head that several children had come to his school as a second choice.
Remember, each school does not know how you have listed your preferences. If your child passes with a high enough mark to be offered a place, they will be offered a place. The offer is submitted to the local authority, not you, and it is the council who look at 1st choice 2nd choice, etc.
If your child has sat an entrance test in September, and you know the result, this can help either way.
your child hasn’t passed the entrance test, DO NOT continue to put that school
down on as a preferred school – it will not be considered, and you waste a
chance to put a good second choice as a new first choice. I
know this is an obvious point, but each year people make this mistake.
It’s also worth repeating, so you are very clear on this, that you cannot list grammar schools, or many other state schools, on the CEF unless you have first filled out the individual school form and applied for the test earlier in the year.
Don’t miss the opportunity – fill in the school’s separate form. Even if you change your mind later, it’s better to have the option to put a school down on the CEF. It happens every year that parents leave this too late: you are not going to be one of them.
After you have submitted the individual school
application, the school will confirm receipt, then write to you with the date
and time your child will sit the test. Tests happen from as early as September
in your child’s Y6 year (just a few weeks after they start Y6), to as late as
January. You are given a morning or afternoon time – they choose, not you.
When you are given the date,
congratulations! You’ve handled the paperwork that makes it possible; the
opportunity to get into the school is now a reality.
I’m splitting this post into two, maybe three parts, as there is so much information to share with you. We’ll continue to zoom in on the above points tomorrow, starting with answering the question: what’s in the test? What will your child be tested on?
Where are you launching them towards? What skills are you going to give them to make sure they don’t just survive life’s journey, but create life’s journey. Be guided by this statement:
Parents who put education first tend to develop
children who come first in education.
It’s not rocket science. Speak French, they learn French.
Speak telly every night, they learn telly every night.
Speak excuses, they
learn excuses. Speak belief and achievement, they learn belief and achievement.
What you want to get across to your child is the message
that what matters is
me and learning.”
Because it is what matters.
I’m not saying the other stuff of life is rubbish or less important. I know I’m risking you saying, ‘Hang on, I want my child to play football, or chat with friends, or swim, I want my child to enjoy his computer games, to enjoy his childhood.’
Well, my son, and the other children we know who make it to grammar school, still played football, still swam – they simply did it as part of the learning schedule.
There is time for it all. But at the same time, there is only
one time for a best shot at that grammar school.
Your child will enjoy his childhood if you love them, if he or she has a great relationship with you, if they know you care, if you guide them, if you believe in them, if you develop them. Develop them and you set your child up to enjoy childhood days and teenage days and adulthood days and old age.
Be careful of a strange fear in modern culture of ‘putting pressure’ on kids. It’s a feature of language and thought today that some grown-ups sprinkle their sentences with the word ‘stress’ like some people sprinkle salt on their food.
My instinct, from observations on children at school and in tuition, is it isn’t helpful and it isn’t true.
Sprinkling salt or stress isn’t good for you!
Technology-creep, obesity, selfishness, poverty of language, a material-craving, but work-avoiding celebrity obsessed generation – that’s pressure. Not getting a good job when you become an adult and are trying to make a home – that’s pressure. Getting up to your neck in debt because you can’t earn enough to pay the bills – that’s pressure.
Not thinking you are worth, or able, to go for your dream
with everything you have – that’s pressure.
The truth is children love challenge. Leave them alone and they’ll argue to be the best at ANYTHING – my spaghetti is longer than yours, I can throw further than you, I’ve got to level 7 on this game, my team is better than yours, on and on it goes. Listen to children talk and very quickly you’ll discover a natural desire to be and do and have the best.
All you are doing is funnelling that natural, fun urge for
challenge through the positive filter of superinfluence, and directing it towards
learning and developing their mind and character in ways that will help them be
ready to sit the test, as well as learning academic and personal skills they will
use for the rest of their days.
Reassuringly, the 11+ process is about challenge, not competition. Being the best you can be is very different from being better than anyone else. How can they be compared with another child? Your child is unique – it is impossible. So let them know there is no need to worry or compare themselves to other children. By all means, however, let them compare themselves with themselves! What do they know this week that they didn’t know last week?
Parenting is your
job, and superinfluence is your power.
Don’t leave parenting up to advertisers, phones, game developers, telly; don’t let it be influenced by your exhaustion at the end of the day. It’s not always easy, but it’s always worth it.
I know how impossible it can feel and have learned how possible it is.
I’ve lived on both sides.
When we were sent the email from our local borough of Merton confirming our son had won his place, we exploded. We cried, hugged, laughed, then headed straight out for his celebration meal. My wife and I knew it was both a generation-changing moment for him and an incredible reward for the two years extra work he had put in.
But… the first step to your dream is to stop seeing it as a dream.
Instead, see it as a real outcome. Something that can actually happen if you find out what steps you have to take – and then take those steps.
Know what you have to do and do it till it’s done.
Yes, it’s two years of preparation for something that’s over in a couple of hours and has no guarantee. Regardless, you just have to commit to the path and give it everything.
You have to be your own guarantee!
One aim of this blog is to serve as a path to keep you motivated up to – and beyond – your child’s last sentence on their last test paper.
I wrote my first book as our son was finishing Y7, his first year, of grammar school. It was a year he absolutely loved – loved the thinking, loved the lessons that were never disrupted, loved the challenges teachers set to help him reach his best, loved the sport. The results from his first year exams were amazing: equivalent 7s and 8s in Y7.
I write books and this blog because my wife and I did so much stuff to help our son that worked that I didn’t want it to go to waste. I wanted to pass that stuff on, to help other children, other parents. I’m also hoping that having gone through the 11+ journey at the same time as being a primary teacher, I can help put this stuff into teachable, do-able, simple steps.
Why steps? I like steps for two reasons.
1. Your child already uses steps in the classroom. Every planned lesson at primary school has a learning outcome – we want the children to be able to do, know or understand something (sometimes defined as KSU, knowledge, skills, understanding) in the school curriculum).
To help get to that outcome, teachers often map out a set of steps for children to follow. Your child might know these as:
Steps to success
or another similar name.
You don’t try and do everything at once, but you do attempt all the steps.
Steps can help us stay on track, get back on track, and keep us motivated to see a job through; if we find ourselves going wrong or getting lost, a quick look back can show us where in the process we went wrong, or reveal a step we missed.
Without this step-by-step path, there’s a risk we decide something is just too hard and give up.
2. Perhaps the greatest power of doing things in steps is just that – you actually do it.You put a little information to work straight away and get moving toward that end goal.
The thinking is not, ‘How am I going to do all of this?’ but, ‘I’m now going to do just this.’
My English Masterclass Bundle follows this approach. Over 4 books, I show you the must-have ingredients of stand-out 11 plus writing one by one. As your child learns one feature, she or he can fold this into their writing. Moving onto another feature, your child then adds this to the next piece of writing, as well as the previous feature. Step by step, over time, your child builds skills to build incredible writing every time.
Also included in the English Masterclass Bundle are models of successful writing, which, as far as I know, are unique to 11plushappy! No one else is showing your child what successful writing looks like, so reading these books is going to put your child ahead. In school, children always learn by modelling. As do most of us in most areas of life: pictures of cake recipes with full instructions, lego and ikea instructions, cpr training using dummies, the millions of youtube videos dedicated to teaching guitar, dancing, computer building and any number of subjects.
Along with these models, I’ve written full explanations of why and how the writing works. I get close up to every technique and the job it is doing. All in a way that you and your child can understand and put to use.
Of course, the test is not just writing. In fact, Stage 1 exams are most likely to be multiple choice tests, which your child is rarely taught to do in primary school. As part of the Bundle, Grammar School Success in Multiple Choice English is filled with 59 important traps and tricks your child has to be aware of.
I get quite cross that a lot of children are asked to do more and more practice papers without learning how to actually sit and succeed in these tests. Yes, they come with answers to check, but that is not teaching. Your child needs to know what kinds of questions are asked, what tricks are played in these questions (and they are tricks designed to catch children out), and the steps they can take to understand and answer questions correctly.
Another way of looking at this is to realise that you and your child need to know WHY they got any questions wrong. What fooled them? What did they fail to read and why? What trick did they fail to recognise? Armed with such a skillset, they are much more likely to score higher and higher in any test.
I’m not speaking negatively about all the fantastic 11plus resources out there. I’ve used and continue to use them all! Indeed, it was helping my children sit so many tests that allowed me to see the patterns and traps so clearly.
It’s just you need a way to help your child see through the tricks in multiple choice tests.
Are there tricks in Maths multiple choice as well? Definitely. I’m working on this right now. It will be included free as an extra in the bundle as soon as it is finished. If you buy the bundle before then, don’t worry – I’ll send you the book free when it’s done.
In closing, your motto for the new year can and must be –
“If someone can do it, my child and I can do it.”
It’s true. If it were impossible, the schools wouldn’t exist and no children would go to them!
Have an amazing year of learning. If you haven’t already, sign up for the Weekly Smile using the yellow form on the 11plushappy! website.
Here’s to an incredible year of deliberate, relevant, happy learning as you approach 11 plus success.
A huge motivational entrance test hello and a very short burst of happiness to remind you that holidays are the best learning present you can ask for – a gift of time to plan and weave in a few 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 an hour or two a day to go over difficult subjects, to rehearse different genres of writing essays, or to focus in on a handful of test strategies and techniques to blast your child’s scores 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 11 Plus journey – I vow with everything I can that holidays are superboosts of learning. Whatever you are doing, do lots of it this holiday!
If you’re looking for 11 Plus specific English help, there’s a final chance to own and benefit from the creative writing and multiple choice 11 Plus English Masterclass Bundle for less than half-price. You’ll find everything I’ve learned as a teacher, tutor, writer and father to help your child achieve their highest, happiest mark.
Good morning, Saturday. Time to smile and think about today’s learning. If we remember that the latin root ‘educare’ means to lead out, to draw out the intelligence that is inside, rather than cram in, stuff full, it’s easy to see that praising your child is so important, so effective – and so correct.
When they achieve something, make a learning breakthrough, or simply work on understanding a problem or practising a writing technique, congratulate them and point out specifically what their efforts and thinking have allowed them to uncover.
It is not the information that matters as much as how that information allows your child to sharpen their mind, to uncover layers of intelligence, problem solving and creative power that are always inside them.
You teach your child to understand that they possess the intelligence and creative power as part of who they already are.
Yes, you have to teach – and they have to learn – content. Just bear in mind the purpose of that content, how it is interacting with your child’s brain, firing up the engines that are there just waiting. Learning is about so much more than a test, yet it’s also true that someone who loves to learn will often perform extraordinarily well in tests. Learning is an amazing process, as it draws out, polishes and releases your child’s natural intelligence. It’s one of the main reasons I try so hard to show my own children and my students the sheer joy of learning.
If you can make it to Wallington in Surrey, (where I have all my resources and home office), I may have spaces available to help with 1:1 tuition for your child. I still teach at school, but have a handful of hours which I love to dedicate to tuition. Spaces are after school hours or Saturday. Please let me know if that’s something you’d like to look into.