Making good writers out of stuck/fallen behind 'can't write, won't write' pupils in Y6

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dc.contributor.authorHawes, Andyen
dc.contributor.authorMoat, Alisonen
dc.coverage.spatialUnited Kingdom of Great Britain and Northern Irelanden
dc.date.accessioned2023-04-22T07:31:06Z
dc.date.available2023-04-22T07:31:06Z
dc.date.issued2010en
dc.description.abstractBackground: The purpose of the study was to raise attainment and accelerate the progress of a group of Y6 pupils by using targeted teaching and CPD approaches, such as end of unit success-criteria, modelling, and a writing curriculum, to measure the impact on pupil learning and teaching. Aims: The main aim was to raise attainment and accelerate the progress of a group of Y6 pupils by using targeted teaching and CPD approaches, such as modelling, open tasks, and peer and self-assessment, to improve their writing skills. Methods: The participants in this case study are a headteacher, National Strategies consultant, senior leadership team, teacher, Y6 pupils, and their peers and self-assessors. The methods used included targeted teaching with Assessing Pupils' Progress (APP) to identify next steps, joint planning and teaching with a consultant, modelling, setting up clear success criteria, and providing opportunities for direct teaching and practice of key skills/concepts/techniques. Pupils were also encouraged to use 'reader hat/writer hat' and 'paragraph signposts' to improve their writing. Findings: The main findings are that targeted teaching and modelling of writing techniques, including open tasks, peer and self-assessment, and modelling without pre-composing, have resulted in accelerated progress for pupils, improved peer and self-assessment, increased confidence and enjoyment of writing, and improved results in writing and English tests. Implications: The findings suggest that targeted teaching, effective modelling, and open-ended writing tasks can lead to accelerated progress, improved self-assessment, increased engagement and enjoyment of writing, as well as end of unit success-criteria. The teacher models writing without pre-composing it, and chooses what she models much more carefully. The writing curriculum in Y6 provides opportunities for direct teaching and practice of key skills/concepts/techniques, and allows pupils to explore an open task and apply their prior/recent learning.en
dc.identifier.urihttps://hdl.handle.net/20.500.14069/152
dc.language.isoenen
dc.sourcehttps://webarchive.nationalarchives.gov.uk/en
dc.subjectPrimary educationen
dc.subjectAssessment and target settingen
dc.subjectEnglish - writingen
dc.titleMaking good writers out of stuck/fallen behind 'can't write, won't write' pupils in Y6en
dc.typeResearch Reporten
lrmi.educationallevelISCED Level 1 Primary educationen
lrmi.targetnameisced13::Generic programmes and qualifications::Literacy and numeracyen
lrmi.typicalagerange10-11en
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