Maximising progress in creative writing, for pupils working towards level 3, through a lesson study approach.

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Reynolds, Gemma
Ward, Alison
Cable, Aimee
Ayres, Michelle
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Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Background: As part of a school-led action research project, teachers in Lowestoft identified writing as their priority area for inquiry.
Aims: At Oulton Broad Primary school, teachers wanted to encourage children to take responsibility for their own learning across the curriculum. The main aim of the study was to improve primary school students' writing skills in Lowestoft using a Lesson Study approach.
Methods: The Lesson study project aimed to improve writing skills and focused on three year 3 pupils with varying abilities and weaknesses in writing. The teacher used a checklist and prompt sheet to guide the students in their writing and provided opportunities for self and peer-assessment. The first two lessons focused on sentence structure and character development through drama. The third lesson involved independent writing with self and peer-assessment using a key features checklist.
Findings: The approaches used, particularly the importance given to talk, drama and oral rehearsal of writing has extended the children’s vocabula
ry as well as raising their confidence during group activities. The children gained a greater understanding of the importance of appealing to the reader.
Implications: The lesson study model improved the quality of writing by personalizing learning, using assessment for learning, and creating checklists for self and peer-assessment. The approach impacted teaching practice and could be used in other areas of the curriculum.
Keywords (free text)
lesson study , extended writing , assessment for learning , self-assessment , primary education
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