Progress Schools Tees Valley · Lundy Loop
English — Lundy Loop Subject Guide
Whole-school implementation companion · 2026/27
Dominant dialect: Book-based with oral and creative episodes. Use the dialect of the learning episode; hybrid lessons may move between families.
SPACELow-threat entry, clear model, accessible text and protected response time.
VOICEEdit, redraft, oral rehearsal, improved inference or purposeful language choice.
AUDIENCEAdult reads/listens and engages with meaning, not merely surface accuracy.
INFLUENCENext model, question, scaffold, vocabulary choice or redraft changes.
| Area | Practice translation |
|---|---|
| Reading | Feedback helps the pupil retrieve, infer, analyse or justify with evidence. |
| Writing | One or two high-leverage next steps; response time is protected. |
| Oracy | Rehearsed or reformulated answer counts when genuinely heard. |
| SPaG | Address selectively according to need and purpose; do not obscure the main learning. |
Worked loop
“Use the quotation to explain why the character hesitates.” The pupil adds a reason; the teacher reads it and asks a deeper question about motive.
“Use the quotation to explain why the character hesitates.” The pupil adds a reason; the teacher reads it and asks a deeper question about motive.
Avoid marking theatre
Do not cover a page in corrections or mark every technical error regardless of learning purpose.
Do not cover a page in corrections or mark every technical error regardless of learning purpose.
Subject QA prompt: What was the student’s response, how was it genuinely received, and what did it change next?
Codes used naturally: VF WS I NS+ // ? R E. R is a concept first and a written code only where a natural record exists.
Space → Voice → Audience → InfluenceDraft practice resource · Matt Roper