{"id":3979,"date":"2023-09-22T16:00:41","date_gmt":"2023-09-22T16:00:41","guid":{"rendered":"https:\/\/literacyengine.co.uk\/?p=3979"},"modified":"2024-08-09T09:14:28","modified_gmt":"2024-08-09T08:14:28","slug":"we-built-this-city-on-automaticity","status":"publish","type":"post","link":"https:\/\/literacyengine.co.uk\/index.php\/2023\/09\/22\/we-built-this-city-on-automaticity\/","title":{"rendered":"We Built This City On Automaticity"},"content":{"rendered":"\t\t
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We Built This City On Automaticity<\/strong><\/span><\/p>

Cognitive Load Theory suggests that humans have a finite working memory but a near infinite long term memory. Things that have not been learned to the point of automaticity have to be consciously thought about to be worked with. Things that have been secured in long term memory and practised until automaticity has been reached contribute less of a load on that finite working memory leaving more conscious thought for thinking about the content or skill being learned. If \u201cLearning is the residue of thought\u201d (~Daniel Willingham) then it follows that whatever students are thinking about, they are learning about.<\/strong><\/p>

In terms of the process of learning in a classroom, we need our students to be thinking about the content as much as possible and not devoting heavy amounts of cognitive load to thinking about the processes of a task. If they are thinking about how to secure paper art straws together with tape, for example, they aren\u2019t necessarily thinking about the engineering qualities of bridges that we think they are. When it comes to reading we need students thinking as much as possible about the effects of the language. We need to develop their ability to decode words to the point of automaticity so that this isn\u2019t taking up valuable cognitive load space. But\u2026 what then? How do we approach reading in all its many forms across a school?<\/span><\/p>

The path to fostering strong reading skills among students is often paved with diverse teaching methodologies. Each teacher brings their unique perspective and creativity into the classroom, which can result in a rich tapestry of instructional approaches. However, there is a compelling argument to be made for adopting a common approach to delivering a core selection of classroom strategies such as reading aloud, Think Pair Share, Mini Whiteboards, and Cold Calling.<\/span><\/p>

Consistency and Repetition<\/span><\/strong><\/p>

One of the primary benefits of employing a common approach to classroom strategies is the consistency it offers. When teachers across a school or even a whole MAT use the same set of strategies, students are exposed to them consistently throughout their educational journey. This repetition helps solidify the strategies in the students’ minds, making them more likely to understand and apply these skills in various contexts, including reading. If they become automatic then the focus of the learner can entirely shift to thinking about the content rather than the task.<\/span><\/p>

For example, when reading aloud is consistently practised across different classrooms, students become familiar with the format and expectations. They learn how to listen actively, ask questions, and engage with the text. Over time, this repetition builds their comprehension and fluency skills, setting them up for success in reading independently.<\/span><\/p>

Effective Implementation<\/strong><\/span><\/p>

A common approach to classroom strategies often includes shared resources, professional development, and collaborative planning. This collective effort ensures that teachers are well-prepared to implement these strategies effectively. When every teacher does their own thing, there may be a lack of coordination and professional development opportunities, leading to inconsistencies in how strategies are applied. Many MATs employ instructional Leadership strategies in which the core principles of their Teaching and Learning Strategy are decided centrally then led in a top down manner.<\/span><\/p>

Think Pair Share, for instance, is a strategy that encourages students to think critically, discuss their thoughts with peers, and then share their ideas with the class. When all teachers are on the same page about how to execute this strategy, students benefit from a uniform experience that fosters deeper thinking and communication skills. Conversely, in a scenario where teachers have varying interpretations of Think Pair Share, students may receive mixed messages, hindering their ability to grasp the concept effectively.<\/span><\/p>

That core decision about using a strategy like Think Pair Share will inevitably feature a \u201cHow best to execute it\u201d discussion. The phrasing and terminology of the delivery will likely be pored over, scrutinised, honed and finalised for maximum effectiveness and least misinterpretation by students. This \u201cscripting\u201d has taken some criticism over the past few years and this has seen a resurgence recently. \u201cScripting\u201d is often inferred as being a controlling element but the truth is far from it. When the core delivery of a strategy becomes embedded in automaticity it frees the teacher\u2019s cognitive load of the strain of thinking about execution and onto the students. They can be more present in the responses given by their class because they don\u2019t have to be as present in their thinking about the delivery.<\/span><\/p>

Enhanced Student Engagement<\/strong><\/span><\/p>

Mini Whiteboards are another valuable tool for gauging student understanding and promoting active participation that benefit from a high degree of automaticity around routines. When teachers adopt a common approach to using Mini Whiteboards, students experience a similar classroom environment across subjects and through their educational journey in a school. This consistency creates a sense of comfort and familiarity, which can lead to enhanced student engagement. They know what to expect from a task, know how to execute it, know what their role will be in it and know how to succeed in it.<\/span><\/p>

Students who know how to use Mini Whiteboards effectively are more likely to participate in class discussions and ask questions when they are uncertain. This active engagement contributes to a positive learning atmosphere and promotes the development of reading skills, as students are encouraged to interact with texts critically and share their thoughts openly. They can engage more actively with thought around the content being learned because they are not having to think actively about what the task is asking them to do.<\/span><\/p>

Addressing Diverse Learning Needs<\/strong><\/span><\/p>

A common approach to classroom strategies allows for a more comprehensive approach to addressing diverse learning needs. Reading is a multifaceted skill, and different students may have varying strengths and weaknesses in this area. By unifying the use of strategies like Cold Calling, teachers can adapt them to cater to the unique needs of their students, targeting questions where they are appropriately pitched and supporting answers where necessary.<\/span><\/p>

Cold Calling, where teachers randomly select students to answer questions, can be adjusted to accommodate different reading levels and abilities. When teachers collaborate and share best practices, they can refine the strategy to ensure that it benefits all students, whether they are struggling readers who need additional support or advanced readers who require more challenging questions. By agreeing a common delivery and execution routine it frees up the teacher\u2019s working memory to concentrate on where, who and how to pitch questions.<\/span><\/p>

Data-Driven Decision Making<\/span><\/strong><\/p>

A unified approach to classroom strategies also facilitates data-driven decision making. Schools and MATs can collect data on the effectiveness of these strategies and their impact on reading development. This data can inform instructional practices and lead to continuous improvement.<\/span><\/p>

For instance, if a school adopts a common approach to reading aloud and collects data on its impact on student comprehension, teachers can adjust their reading aloud techniques based on the findings. This iterative process allows for targeted interventions and enhancements in the delivery of reading strategies. If every teacher approaches a strategy completely differently, it can never be accurately ascertained whether or not it is the strategy or the execution that is at the root of its success or failure.<\/span><\/p>

Professional Collaboration and Growth<\/span><\/strong><\/p>

When teachers work together to implement a common set of classroom strategies, it fosters a culture of collaboration and professional growth. Teachers can share insights, experiences, and best practices with their colleagues, leading to a collective knowledge pool that benefits everyone.<\/span><\/p>

This collaborative spirit extends to the development of reading skills. Teachers can collaboratively analyse reading data, share successful instructional techniques, and collectively brainstorm ways to address specific reading challenges. Such collaboration can result in more deliberate approaches to teaching reading that are more effective than isolated and ad hoc efforts.<\/span><\/p>

Parent and Community Engagement<\/span><\/strong><\/p>

A common approach to classroom strategies also extends to how parents and the community are engaged in the educational process. When teachers and schools consistently use these strategies, it becomes easier to communicate with parents about what their children are learning and how they can support their reading development at home.<\/span><\/p>

For example, parents can be provided with resources and guidance on how to reinforce Think Pair Share or Mini Whiteboard activities during family reading time. This alignment between the classroom and home environments strengthens the overall reading support system for students. When students embed routines into automaticity it takes the pressure off parents having to know how to do things. They can be more effective by shaping and steering than creating and implementing support strategies.<\/span><\/p>

The adoption of a common approach to delivering a core selection of classroom strategies such as reading aloud, Think Pair Share, Mini Whiteboards, and Cold Calling offers a host of advantages for the development of reading skills. It provides consistency, effective implementation, enhanced student engagement, and the ability to address diverse learning needs. Furthermore, it promotes data-driven decision making, professional collaboration and growth, and increased parent and community engagement. In contrast, a scenario where every teacher does their own thing can lead to fragmentation and missed opportunities for student growth.<\/b><\/p>

Ultimately, a unified approach to classroom strategies empowers educators to create a cohesive and supportive learning environment that prioritises the development of reading skills. By working together and sharing best practices, teachers can ensure that every student receives a high-quality education that equips them with the essential reading skills they need to succeed in life. Far from being a controlling element to be feared and shunned, unified common approaches reduce cognitive load and free up a teacher to be more creative and more deliberate with both their delivery and execution of learning.<\/b><\/p>

You can check out how our Interactive Read Aloud strategies via our Engine Room can create a climate of unified automaticity around reading across your school or MAT here.<\/a><\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Cognitive Load Theory suggests that humans have a finite working memory but a near infinite long term memory. Things that have not been learned to the point of automaticity have to be consciously thought about to be worked with. Things that have been secured in long term memory and practised until automaticity has been reached contribute less of a load on that finite working memory leaving more conscious thought for thinking about the content or skill being learned. If \u201cLearning is the residue of thought\u201d (~Daniel Willingham) then it follows that whatever students are thinking about, they are learning about.<\/p>\n","protected":false},"author":1,"featured_media":3981,"comment_status":"open","ping_status":"open","sticky":false,"template":"elementor_header_footer","format":"standard","meta":{"om_disable_all_campaigns":false,"pmpro_default_level":"0","_uag_custom_page_level_css":"","_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center 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Load Theory suggests that humans have a finite working memory but a near infinite long term memory. Things that have not been learned to the point of automaticity have to be consciously thought about to be worked with. Things that have been secured in long term memory and practised until automaticity has been reached…","jetpack-related-posts":[{"id":2786,"url":"https:\/\/literacyengine.co.uk\/index.php\/2023\/06\/29\/do-we-really-mean-reading-for-pleasure-and-is-it-really-effective\/","url_meta":{"origin":3979,"position":0},"title":"Do we really mean \u201cReading for Pleasure\u201d and is it really effective?","author":"theliteracyengine","date":"June 29, 2023","format":false,"excerpt":"Do we really mean \u201cReading for Pleasure\u201d and is it really effective? This article emerged in our Twitter feed this week with the catchy headline \u201cReading for pleasure in childhood boosts brain health in teenage years\u201d.\u00a0 These articles surface every so often usually accompanied by calls to get students \u201cReading\u2026","rel":"","context":"With 2 comments","block_context":{"text":"With 2 comments","link":"https:\/\/literacyengine.co.uk\/index.php\/2023\/06\/29\/do-we-really-mean-reading-for-pleasure-and-is-it-really-effective\/#comments"},"img":{"alt_text":"Do we really mean \u201cReading for Pleasure\u201d and is it really effective?","src":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/Do-we-really-mean-Reading-for-Pleasure-and-is-it-really-effective.png?fit=1200%2C675&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/Do-we-really-mean-Reading-for-Pleasure-and-is-it-really-effective.png?fit=1200%2C675&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/Do-we-really-mean-Reading-for-Pleasure-and-is-it-really-effective.png?fit=1200%2C675&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/Do-we-really-mean-Reading-for-Pleasure-and-is-it-really-effective.png?fit=1200%2C675&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/Do-we-really-mean-Reading-for-Pleasure-and-is-it-really-effective.png?fit=1200%2C675&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":3956,"url":"https:\/\/literacyengine.co.uk\/index.php\/2023\/09\/15\/reading-practice-can-we-just-do-it\/","url_meta":{"origin":3979,"position":1},"title":"Reading Practice: Can we \u201cJust Do It\u201d?","author":"theliteracyengine","date":"September 15, 2023","format":false,"excerpt":"At the ResearchEd National conference on 9th September this year I had the privilege of attending a talk by Rob Coe on Instructional Coaching and how it requires deliberate thought, planning, structure and expertise before any deliberate practice can be successful. Does this also apply to Reading Practice?","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"Reading Practice: Can we \u201cJust Do It\u201d?","src":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/09\/Reading-Practice-Can-we-Just-Do-It.png?fit=1200%2C675&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/09\/Reading-Practice-Can-we-Just-Do-It.png?fit=1200%2C675&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/09\/Reading-Practice-Can-we-Just-Do-It.png?fit=1200%2C675&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/09\/Reading-Practice-Can-we-Just-Do-It.png?fit=1200%2C675&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/09\/Reading-Practice-Can-we-Just-Do-It.png?fit=1200%2C675&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":2757,"url":"https:\/\/literacyengine.co.uk\/index.php\/2023\/06\/16\/the-difference-between-literacy-and-disciplinary-literacy\/","url_meta":{"origin":3979,"position":2},"title":"The difference between \u201cLiteracy\u201d and \u201cDisciplinary Literacy\u201d","author":"theliteracyengine","date":"June 16, 2023","format":false,"excerpt":"The difference between \u201cLiteracy\u201d and \u201cDisciplinary Literacy\u201d \u201cDisciplinary Literacy\u201d has risen to prominence in recent years with approaches differing wildly between schools.\u00a0 The EEF report on improving literacy in secondary schools cites it as being a key factor in successful literacy development.\u00a0 There is vast variance in what \u201cdisciplinary literacy\u201d\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"The difference between Literacy and Disciplinary Literacy","src":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/The-difference-between-Literacy-and-Disciplinary-Literacy.png?fit=1200%2C675&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/The-difference-between-Literacy-and-Disciplinary-Literacy.png?fit=1200%2C675&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/The-difference-between-Literacy-and-Disciplinary-Literacy.png?fit=1200%2C675&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/The-difference-between-Literacy-and-Disciplinary-Literacy.png?fit=1200%2C675&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/The-difference-between-Literacy-and-Disciplinary-Literacy.png?fit=1200%2C675&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":2745,"url":"https:\/\/literacyengine.co.uk\/index.php\/2023\/06\/09\/time-to-put-reading-back-to-the-top-of-the-class\/","url_meta":{"origin":3979,"position":3},"title":"Time to put reading back to the top of the class","author":"theliteracyengine","date":"June 9, 2023","format":false,"excerpt":"The bottom line is that we can\u2019t strip all opportunities to read from lessons and then complain that students don\u2019t read. We need to reclaim reading as the most prominent method for students to encounter new information. This can of course be coupled with careful explanation and deliberate modelling, but\u2026","rel":"","context":"In \"DEAR\"","block_context":{"text":"DEAR","link":"https:\/\/literacyengine.co.uk\/index.php\/tag\/dear\/"},"img":{"alt_text":"Time to put reading back to the top of the class","src":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/time-to-put-reading-back-to-the-top-of-the-class.png?fit=1200%2C675&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/time-to-put-reading-back-to-the-top-of-the-class.png?fit=1200%2C675&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/time-to-put-reading-back-to-the-top-of-the-class.png?fit=1200%2C675&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/time-to-put-reading-back-to-the-top-of-the-class.png?fit=1200%2C675&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/06\/time-to-put-reading-back-to-the-top-of-the-class.png?fit=1200%2C675&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":2800,"url":"https:\/\/literacyengine.co.uk\/index.php\/2023\/07\/09\/what-if-we-assume-students-dont-read-at-home\/","url_meta":{"origin":3979,"position":4},"title":"What if we assume students don’t read at home?","author":"theliteracyengine","date":"July 9, 2023","format":false,"excerpt":"What if we assume students don't read at home? We\u2019ve blogged previously about the myth of \u201cReading for Pleasure\u201d and how some of the interventions we try in order to make students read in their free time are more style than substance. If we accept that it is going to\u2026","rel":"","context":"With 1 comment","block_context":{"text":"With 1 comment","link":"https:\/\/literacyengine.co.uk\/index.php\/2023\/07\/09\/what-if-we-assume-students-dont-read-at-home\/#comments"},"img":{"alt_text":"What if we assume students don't read at home?","src":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/07\/blog-image-09072023.png?fit=1200%2C675&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/07\/blog-image-09072023.png?fit=1200%2C675&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/07\/blog-image-09072023.png?fit=1200%2C675&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/07\/blog-image-09072023.png?fit=1200%2C675&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2023\/07\/blog-image-09072023.png?fit=1200%2C675&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":4832,"url":"https:\/\/literacyengine.co.uk\/index.php\/2024\/04\/10\/knowledge-rich-oracy-for-learning-and-life\/","url_meta":{"origin":3979,"position":5},"title":"Knowledge Rich Oracy for Learning and Life","author":"theliteracyengine","date":"April 10, 2024","format":false,"excerpt":"Since Sir Kier Starmer mentioned \u201coracy\u201d as an educational priority for a new Labour government in July 2023, it has grown in the education world\u2019s consciousness to the point where lots of schools are now scrambling to incorporate it in anticipation of the changes. \u201cIt\u2019s not just a skill for\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2024\/04\/Knowledge-Rich-Oracy-for-Learning-and-Life.png?fit=1200%2C675&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2024\/04\/Knowledge-Rich-Oracy-for-Learning-and-Life.png?fit=1200%2C675&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2024\/04\/Knowledge-Rich-Oracy-for-Learning-and-Life.png?fit=1200%2C675&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2024\/04\/Knowledge-Rich-Oracy-for-Learning-and-Life.png?fit=1200%2C675&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/literacyengine.co.uk\/wp-content\/uploads\/2024\/04\/Knowledge-Rich-Oracy-for-Learning-and-Life.png?fit=1200%2C675&ssl=1&resize=1050%2C600 3x"},"classes":[]}],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/posts\/3979","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/comments?post=3979"}],"version-history":[{"count":9,"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/posts\/3979\/revisions"}],"predecessor-version":[{"id":6097,"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/posts\/3979\/revisions\/6097"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/media\/3981"}],"wp:attachment":[{"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/media?parent=3979"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/categories?post=3979"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/literacyengine.co.uk\/index.php\/wp-json\/wp\/v2\/tags?post=3979"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}