Taking risks - making a difference: Working as a specialist teacher with Every Child a Writer
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Authors
Quinton-Jones, Linda
Issue Date
2010
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to raise teachers' awareness of how to plan a three tier model using a more creative approach to writing, with the aim of securing Level 3b in writing at the end of Year 4.
Aims: The main aim was to raise teachers' awareness of how to plan a three tier model using a more creative approach to writing, in order to secure Level 3b in writing at the end of Year 4.
Methods: The participants in this case study are teachers, administrative and support staff, carers, headteachers, middle leaders, parents, pupils, senior leadership teams, school improvement partners, and subject leaders. Methods used included in-class coaching and support, cluster meetings, teacher assessment, test results, observation outcomes, pupil work, and CPD materials and research. The aim was to improve writing skills and secure Level 3 in writing at the end of Year 4.
Findings: The main findings of this case study are that a more creative approach to writing through the primary framework can help accelerate the rates of progress in writing, and that CPD approaches such as guided writing and talk for writing can help pupils become more engaged and confident in their writing.
Implications: The findings suggest that a cross-curricular approach to planning and teaching, using the Primary Framework, can help to engage pupils and accelerate their progress in writing. It also highlights the importance of allowing time for pupils to talk and develop their ideas, and of providing quality resources.
Aims: The main aim was to raise teachers' awareness of how to plan a three tier model using a more creative approach to writing, in order to secure Level 3b in writing at the end of Year 4.
Methods: The participants in this case study are teachers, administrative and support staff, carers, headteachers, middle leaders, parents, pupils, senior leadership teams, school improvement partners, and subject leaders. Methods used included in-class coaching and support, cluster meetings, teacher assessment, test results, observation outcomes, pupil work, and CPD materials and research. The aim was to improve writing skills and secure Level 3 in writing at the end of Year 4.
Findings: The main findings of this case study are that a more creative approach to writing through the primary framework can help accelerate the rates of progress in writing, and that CPD approaches such as guided writing and talk for writing can help pupils become more engaged and confident in their writing.
Implications: The findings suggest that a cross-curricular approach to planning and teaching, using the Primary Framework, can help to engage pupils and accelerate their progress in writing. It also highlights the importance of allowing time for pupils to talk and develop their ideas, and of providing quality resources.
Description
Keywords (free text)
Primary education , English - reading , English - speaking and listening , English - writing