Course Content

Lesson 1
precording

Module 1 · Making connections, and the words in chapter one
The first of the super six comprehension strategies, and the vocabulary that opens the book.

Module 2 · From sentences to a paragraph
Writing practice, then a writing task with success criteria attached. This is the week a child stops producing a list of sentences and starts producing something with a shape.

Module 3 · Rhyme, a real book, and writing one of your own
Rhyme and sound patterns in a published picture book, then your child writes one. Also the first work on synonyms, where a vocabulary starts to have options rather than a single word.

Module 4 · Setting, the senses, and opposites
How to express emotion through a description of a place, rather than naming the feeling outright. Antonyms sit alongside it, so the choice between two words becomes visible.

Module 5 · Building a paragraph in layers
The same paragraph, rewritten several times, each pass adding detail and linking words. Children usually think good writing arrives finished; this week shows them it does not.

Module 6 · Verbs, tense, and building a villain
Choosing verbs and holding a tense, then why a story needs an antagonist. Your child builds one from the ground up: appearance, backstory, goals and motivation.

Module 7 · The simple sentence, properly
Subject, verb, capital letter, punctuation. The week that fixes run-on sentences, taught as a structure a child can check rather than a rule they are told off about.

Module 8 · Expression, and reading non-fiction
The physical vocabulary of emotion, so dialogue stops being flat. Paired with a non-fiction reading unit, because comprehension works differently when the text is not a story.

Module 9 · The monster under my bed
A full imaginative writing unit with an adjective bank to draw on. Spelling rules run underneath: the double consonant rule, and what happens when you add -ed.

Module 10 · Writing in role, and the first edit
Writing as a character who is not you, then the first proper editing pass. Editing is taught as its own skill here, not as something done to a child's work by someone else.

Module 11 · Dialogue, and the complex sentence
How to punctuate speech and make it sound like a person talking. Subordinating conjunctions arrive, which is what lets a child hold two ideas in one sentence.

Module 12 · Three kinds of sentence, side by side
Simple, compound and complex, written about the same subject so the difference is visible rather than defined. Opinion writing starts here.

Module 13 · Expanding a sentence, and choosing what to keep
How to add detail, and then the harder half: deciding which detail earns its place. The news unit begins, giving short real texts to summarise.

Module 14 · The editing checklist
A checklist your child can actually use on their own work, practised on real student paragraphs with genuine mistakes in them. Most children have never been shown what to look for.

Module 15 · Sentence analysis and opinion writing
Taking a sentence apart to see how it was built. More news summarising, and opinion writing moving from a view to a view with reasons attached.

Module 16 · The full opinion essay
Introduction, three reasons, conclusion, built one part at a time. By the end of the week your child can plan an argument before writing it, which is the part that usually goes missing.

Module 17 · Adverbs and adverbials
The difference between the two, and the three kinds that matter most: time, place and frequency. Applied immediately to rewriting narrative openings.

Module 18 · Linking paragraphs, and building to a climax
Using adverbials to join sentences into a paragraph that flows. Story brainstorming, and how to build towards the moment everything turns.

Module 19 · The narrative arc, start to finish
Conflict, rising action, climax, falling action, resolution, applied to your child's own story. This is where the whole course arrives: a child planning a narrative rather than discovering it as they write.

Module 20 · Retell, and reflection
Reading a short, deceptively simple picture book and writing a retell of it. Then a reflection on the twenty weeks, which is the habit worth keeping long after the course ends.

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