Leading teacher programme: Supporting a Year 6 class teacher to improve standards in writing
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Authors
Hutchinson, Jennifer
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 the attainment of a group of children on the Level 3/4 border in writing by introducing strategies to enable them to learn and improve.
Aims: The main aim of the development work was to raise the attainment of a group of children on the Level 3/4 border in writing, by providing support and guidance to the Year 6 teacher.
Methods: The participants in this case study were a Literacy Coordinator, a Year 6 teacher, a Year 5 teacher, and members of the Nottinghamshire Literacy Team. Methods used included reviewing APP assessments, discussing advantages and disadvantages of a topic-based approach, modeling guided writing sessions, using whiteboards, and using WAGOLL to stimulate children and raise expectations.
Findings: The main findings of this case study are that the use of guided writing sessions and other strategies to support children in the improvement of their writing can lead to improved attainment of Level 4 in writing, as evidenced by test results. The key to success is empathy between the leading and partner teachers.
Implications: The findings suggest that guided writing sessions, when used regularly, can help to improve writing skills and raise standards. Empathy between the leading and partner teachers is essential for successful replication of the work.
Aims: The main aim of the development work was to raise the attainment of a group of children on the Level 3/4 border in writing, by providing support and guidance to the Year 6 teacher.
Methods: The participants in this case study were a Literacy Coordinator, a Year 6 teacher, a Year 5 teacher, and members of the Nottinghamshire Literacy Team. Methods used included reviewing APP assessments, discussing advantages and disadvantages of a topic-based approach, modeling guided writing sessions, using whiteboards, and using WAGOLL to stimulate children and raise expectations.
Findings: The main findings of this case study are that the use of guided writing sessions and other strategies to support children in the improvement of their writing can lead to improved attainment of Level 4 in writing, as evidenced by test results. The key to success is empathy between the leading and partner teachers.
Implications: The findings suggest that guided writing sessions, when used regularly, can help to improve writing skills and raise standards. Empathy between the leading and partner teachers is essential for successful replication of the work.
Description
Keywords (free text)
Primary education , English - writing