dc.contributor.author	Kennedy, Rebecca	en
dc.coverage.spatial	United Kingdom of Great Britain and Northern Ireland	en
dc.date.accessioned	2023-04-22T07:57:21Z
dc.date.available	2023-04-22T07:57:21Z
dc.date.issued	2010	en
dc.description.abstract	Background: The purpose of the study was to develop a more personalised cross-curricular approach to improve engagement and progress in writing for pupils, and to embed successful pedagogies to support literacy learning across the curriculum for teachers. Aims: The main aim is to improve pupil engagement and progress in writing by developing a more personalised cross-curricular approach. Methods: The participants in this case study include governors, LA advisers, SLT, subject leaders, teachers, and pupils. Methods used include whole school INSETs, staff exploration during CPD sessions, collaborative work between staff, monitoring and evaluation processes, and ongoing evaluative discussions between staff and learners. Findings: The main findings are that strong leadership, pre-allocation of time and resources, stakeholder commitment, and ongoing dialogue and evaluation have had a positive impact on pupil learning, teacher confidence, and school organisation and leadership. Implications: The findings suggest that strong leadership, stakeholder commitment, and ongoing dialogue and evaluation are essential for successful curriculum development and improved pupil learning.	en
dc.identifier.uri	https://hdl.handle.net/20.500.14069/225
dc.language.iso	en	en
dc.source	https://webarchive.nationalarchives.gov.uk/	en
dc.subject	Primary education	en
dc.subject	English - writing	en
dc.title	Integrating Writing Across the Curriculum	en
dc.type	Research Report	en
lrmi.educationallevel	ISCED Level 0 Early childhood education	en
lrmi.educationallevel	ISCED Level 1 Primary education	en
lrmi.targetname	isced13::Generic programmes and qualifications::Literacy and numeracy	en
lrmi.typicalagerange	3-11	en

Integrating Writing Across the Curriculum

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