Improving standards in writing through developing sentence structure and punctuation
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Authors
Wicks, Cathryn
Issue Date
2009
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 improve children's knowledge, understanding and application of sentence structure and punctuation, and to challenge pupils appropriately to ensure they make good progress in writing.
Aims: The main aim was to improve children's knowledge, understanding and application of sentence structure and punctuation, and to challenge pupils appropriately to ensure they make good progress in writing.
Methods: The participants included the Headteacher, Literacy Leader, teachers, middle leaders, subject leaders, and local authority staff. They worked together to improve standards in writing, focusing on sentence structure and punctuation. Methods used to improve writing standards included INSET days, lesson observations, professional dialogue, moderation of writing, LA training, and use of Pie Corbett's Storytelling into Writing.
Findings: The main findings are that an enthusiastic and knowledgeable leader, along with a whole-school approach, improved children's confidence to write, increased their knowledge of sentence structure and punctuation, and improved teachers' knowledge and pedagogy.
Implications: The findings suggest that a whole-school approach, with knowledgeable staff leading the project, can have a positive impact on pupil learning, teaching, and school organization and leadership.
Aims: The main aim was to improve children's knowledge, understanding and application of sentence structure and punctuation, and to challenge pupils appropriately to ensure they make good progress in writing.
Methods: The participants included the Headteacher, Literacy Leader, teachers, middle leaders, subject leaders, and local authority staff. They worked together to improve standards in writing, focusing on sentence structure and punctuation. Methods used to improve writing standards included INSET days, lesson observations, professional dialogue, moderation of writing, LA training, and use of Pie Corbett's Storytelling into Writing.
Findings: The main findings are that an enthusiastic and knowledgeable leader, along with a whole-school approach, improved children's confidence to write, increased their knowledge of sentence structure and punctuation, and improved teachers' knowledge and pedagogy.
Implications: The findings suggest that a whole-school approach, with knowledgeable staff leading the project, can have a positive impact on pupil learning, teaching, and school organization and leadership.
Description
Keywords (free text)
Primary education , English - writing