Improving writing: Working with Year 6 teachers to share good practice
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Authors
Asbury, Helen
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 use the APP process and lesson study approach to improve writing in Year 6 pupils, with the aim of increasing attainment in literacy at Key Stage 2.
Aims: The main aim of the project was to use the APP process and lesson study approach to improve writing in targeted pupils, with the goal of helping them attain Level 4 at the end of Key Stage 2.
Methods: The participants in the Leading Teacher Project were Year 6 teachers, Headteachers, Middle Leaders, National Strategies consultants, Senior Leadership Teams, SIPs, Subject Leaders, and Teachers. Methods used included training, visits to partner schools, cluster meetings, use of APP process, lesson study approach, teacher assessment, pupil work, and test results.
Findings: The main findings of the case study are that the Leading Teacher project had a positive impact on pupil learning, with increased attainment in those pupils who received support, and improved attitudes towards writing. Teachers involved in the project gained experience in using APP and shared resources and ideas for effective writing.
Implications: The findings suggest that providing funding and support for CPD, such as the Leading Teacher Project, can have a positive impact on pupil learning, teacher confidence, and school organisation and leadership.
Aims: The main aim of the project was to use the APP process and lesson study approach to improve writing in targeted pupils, with the goal of helping them attain Level 4 at the end of Key Stage 2.
Methods: The participants in the Leading Teacher Project were Year 6 teachers, Headteachers, Middle Leaders, National Strategies consultants, Senior Leadership Teams, SIPs, Subject Leaders, and Teachers. Methods used included training, visits to partner schools, cluster meetings, use of APP process, lesson study approach, teacher assessment, pupil work, and test results.
Findings: The main findings of the case study are that the Leading Teacher project had a positive impact on pupil learning, with increased attainment in those pupils who received support, and improved attitudes towards writing. Teachers involved in the project gained experience in using APP and shared resources and ideas for effective writing.
Implications: The findings suggest that providing funding and support for CPD, such as the Leading Teacher Project, can have a positive impact on pupil learning, teacher confidence, and school organisation and leadership.
Description
Keywords (free text)
Primary education , English - writing