Superinfluence Part 2: Deciding what and how starts with where

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 your school?

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 format

  • A full sentence/calculation answer sheet, with working out shown for maths question?
  • Multiple choice?
  • 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 advance.

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.

If 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?

Have a happy day of learning, Lee

P.S. Do you know the 21 must-haves of creative writing your child needs to show in every piece of creative writing? Are you prepared for the multiple choice tricks all English tests play to try and catch your child out as schools reduce the number of applicants down to the most alert and prepared? Click here to get started or find out more now. (Do it before you run out of time to prepare.)

Your 11+ Dream is Real

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.

It works.

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:

Success criteria

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.

Modelling is a vital step; show your child what success looks like.

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.

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

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

How a simple dice transformed my children’s 11plus learning and brought us closer together

Along with time, a second superhero of eleven plus success is going to be vocabulary. The more words you know, the more precise, nuanced and expansive are your thoughts. Leading on from this is the certainty that equipping your child with words, words and more words is going to help in at least six areas of the entrance test (one for each face of the dice):

  1. In creative writing, your child is going to write better descriptions of everything – the five senses, moods, locations and scenes, persuasive reasons for or against. In dialogue and action, synonyms for said and synonyms for verbs will help convert writing from satisfactory to outstanding. Your child will write higher quality metaphors, similes, personification and alliteration because they have a greater choice of words with which to do the job.
  2. In comprehension, unknown words catch out many, many children. Answer options in multiple choice make this worse by playing tricks, for instance, offering the easy misunderstandings that result from not knowing a word, such as choosing a similar sounding word, or a similar looking word. It therefore follows that the more words your child knows, the more likely it is that they will understand the words in a comprehension, which means they will answer more questions correctly in a time-efficient way.
  3. In choosing a word to fill a gap in the text (cloze), they will have a higher chance of selecting the correct option and rejecting incorrect options because they will know the meanings of both the right and wrong answers on offer.
  4. A good understanding of the most common prefixes and suffixes will help them select the correct prefix/suffix needed to complete a word, as well as to choose the correct meaning for a word that uses a particular prefix.
  5. The more words your child knows, the more they will be able to say what type of word a word is: nouns, adjectives, adverbs of time, abstract nouns, etc.
  6. The more words they know, the more they will recognise right and wrong spellings, which is going to help them with any spelling questions. (For example, meeting lots words ending in -cial or -ious is going to cement that spelling string in their minds.) They will also spell more words correctly in any writing.

ENTER THE DICE…

With a dice, any list in the universe is a game. How?

  1. Focus on one area at a time. For example, abstract nouns.
  2. Google a list, print off a copy. This list is your game board.
  3. Choose your path, or let your child decide. Player 1 could start at the first word, player 2 could start at the last word. First to reach the opposite end is the winner. Or perhaps it’s simply a race, with you both starting on the same word.
  4. Roll your dice (or die, to use the singular – you only need one). Each word is a step on the board. Roll a 5, move your counter on to the fifth word.
  5. Either say or write a sentence using this. Anything you don’t know, you pit stop and look up, or write down to look at after and move on. Perhaps you only allow 2 chances to move on in the game, otherwise you have to take a pit stop and look up the definition.
  6. At the end of the game, add the words you have used to a new list, or let your child choose their favourite five. The next step is for your child to use all of these in their next piece of writing, whether fiction or non-fiction. (P.S. Get informed about the 21 must-haves your child needs to have in every piece of fiction or non-fiction piece of writing.)
  7. You could vary this by having two copies of the same list, which you hide from each other. Use the dice to find six words from the list, at which point use a dictionary or your own knowledge to write or read a description of the word out loud. The other player has to find the word that matches your description.
  8. Use different lists over the days and weeks to make sure you cover all types of word.

My son’s favourite type of writing was description (which came to even greater fruition a few years later in GCSE English Language writing; everything your child learns is leading them to greatness), so he loved finding new adjectives and verbs to help him with this. My daughter loved the games more than the writing, but still ended up knowing and being able to use her words very competently! Either way, it kept us laughing and having fun while learning. This made it easier to spend more time together learning; ultimately, she learned more. (I don’t say this to gloat that teaching her was easy; it wasn’t. Most of the time, it was more like guerrilla tactics. I had to helicopter in, teach her something, then get out before she realised I had taught her something, as she was quite a rebel. (I love you, dear daughter, you know that!)

I love dice. I have yet to teach anyone who doesn’t get carried away by the gaming transformation and potential of this most portable of friends. You can take dice anywhere you want to go and learn. Better still, keep one in your pocket or pencil case. Few people want to read lists; nearly everyone loves to play games.

If you found this post helpful, please share with friends, family and colleagues; you never know who might be looking for help. Please visit www.11plushappy.com for more posts, as well as niche, bespoke, ebook information targeting your child’s success in the 11plus.

Start learning, stay learning, stay 11plushappy!

Lee, London.

11 Plus English Masterclass Bundle

A huge hello to you as we move into autumn. How is your child’s eleven-plus learning? This is a very small post to let you know that this 4-book bundle deal is now available to help all children, parents, families, teachers and tutors. It replaces the summer learning bundle and contains the same thorough preparation pack, but at an even better price.

Please do visit and review to see how it suits your needs.

I’ll be back with my next proper post in the next few days. I’ve been busy helping students with final preparations for the Sutton Test which took place yesterday.

If your child was involved in that test, remember to keep the foot on the learning pedal and focus on creative writing this week. Don’t wait for the result of stage 1; you have to assume your child was successful and use this week to make crucial progress in creative writing skills. If you wait a week, you’ll never recover the time to learn.

The very best in effort and luck to all children.

Welcome to the 11 Plus English Masterclass Bundle.

11 Plus Happy! – 88 Essential Grammar School Steps you and your child MUST do Now is free for 5 days on kindle!

YES! YES! YES! It’s free! Please, if you are serious about helping your child to 11 plus success, read my first book for free for a very limited time. Amazon lets authors offer their books once for 5 days in every 90 days. Tomorrow, 15th August, to celebrate A-level results day – begin with the end in mind – those 5 days start. Please don’t wait, it’s never too early to have information – you just don’t want to be too late. Please share this news with anyone you think might benefit. I hope you find practical steps, practical value, that actually makes a difference to your daughter or son’s education.

If you’re a tutor, this is absolutely for you too. I wrote this and my other books as both a parent and a teacher/tutor, and would love this book and my others to serve as a useful bridge between you, your students and their families. Families – you are everything. Nothing happens without you, without your support, motivation, persistence and love.

The dream is to get your child into a grammar school, preferably their first choice. As I say in the book, the first step to making that dream come true is to stop seeing it as a dream and start seeing it as a goal, to be achieved with steps, lots of learning, time and lots of smiles.

When you’ve read it, please get in touch and let me know your favourite step, or if there’s a step that’s not clear. I look forward to helping you in your dream goal. Remember, you can get it free from 15th August for 5 days.

Start learning, stay learning, stay 11 plus happy!

Lee https://11plushappy.com/

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

Crazy 11 plus summer learning ebook bundle deal at last!

Good morning, 11+ families! Here we are, already at the end of the first week of the holidays. How is your journey? I hope you and your child have managed to find the 10-15 hrs to devote exclusively to 11 plus learning, and that progress is being made. To anyone who has downloaded and is using the happyhacks English 11 plus range of ebooks, I truly hope you can see shape and fluency developing in your child’s writing. I also hope the multiple choice hacks are hot-wiring your child’s recognition of the traps all tests play, while giving them helpful strategies and tricks to beat the tests at their own game and score high.

The purpose of this post is really to let you know I have at last managed to put together a better than half price bundle deal for all 4 required books in the series. I’m sorry it’s taken so long; 11plushappy! is not a big company, it’s just me – a teacher who can’t stop teaching, even in the holidays! If you have been browsing the books and are wondering if they can help, I really hope you’ll dive in now. They are stuffed with hours of learning; hundreds of tricks, strategies and writing must-haves to help your child superboost their learning and be amongst the best prepared on the day.

With the bundle deal, all 4 books are now yours for immediate download for less than half the price of buying them individually, and less than one hour of tuition!

Why has it taken me so long? Simply, I’m learning to create a digital life in between teaching and tuition. I’m a teacher and writer, not a marketer, but I’m learning that when you have something you know can help children and parents, you also have to learn to shout about it, so children and parents can actually get the help. WordPress, who host this little site you’re reading now, have patiently, finally, guided me to completion.

All the learning can now be yours.

So, a plea. If you are now ready to put the effort in and really make a difference to your child’s 11 plus chances (which you are), especially in this 6-week gift of time we call the summer holidays, please visit the store and choose the crazy summer learning bundle deal. You are free to download and print any part of any book, however you choose to help your child. If you’d like to browse through what’s in each book, you can read the ‘Look inside’ section of each book on amazon, where you can also pick up the books if you prefer to read on a kindle.

Thank you for letting me tell you about books to help your child. Time is short, there is much to do. I know they can help. Our son, now 18, is awaiting A level results that will allow him to take up his offer of a place at Oxford. Whatever happens, for us as parents, my wife and I, as well as our son, know that offer may never have happened without his incredible grammar school education showing him the way.

Discover for yourself the difference the happy hacks can make to your child’s 11 plus learning, and wherever today’s learning is taking place – in a cafe, on a beach, at the kitchen table, on a train – I hope you and your child have an incredible, fun day of happy learning together.

Stay 11plushappy!

Lee