Improving Boys' Writing Programme
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Authors
Lockley, Jo
Hackett, Jessica
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 close the gap in attainment between boys and girls' writing in selected schools, and to develop teacher and subject leader expertise in order to increase schools' capacity to make and sustain improvement in writing.
Aims: The main aim of this development work was to close the gap in attainment between boys and girls' writing in selected schools, and to secure impact on KS2 results at the end of the academic year 2007-2008.
Methods: The participants included 15 teachers, Literacy Subject Leaders, Headteachers, Middle Leaders, National Strategies consultants, and Subject Leaders. They were supported by an external agency and provided with CPD materials, research, and expertise. Methods used included: tracking target group progress, using Primary Framework Literacy units, incorporating 10 steps for effective writing, using visual planning tools, teacher modelling, shared/guided writing, and Assessment for Learning.
Findings: The main findings of this case study are that the programme had a positive impact on pupil learning, teaching, and school organisation and leadership. It was found that explicit reference to purpose and audience, demystifying the writing process, teacher enthusiasm, and effective use of assessment for learning were crucial to making a difference.
Implications: The findings of this development work suggest that explicit reference to purpose and audience, demystifying the writing process, and teacher enthusiasm are crucial to improving children's attitudes and quality of writing. This has had a positive impact on school organisation and leadership.
Aims: The main aim of this development work was to close the gap in attainment between boys and girls' writing in selected schools, and to secure impact on KS2 results at the end of the academic year 2007-2008.
Methods: The participants included 15 teachers, Literacy Subject Leaders, Headteachers, Middle Leaders, National Strategies consultants, and Subject Leaders. They were supported by an external agency and provided with CPD materials, research, and expertise. Methods used included: tracking target group progress, using Primary Framework Literacy units, incorporating 10 steps for effective writing, using visual planning tools, teacher modelling, shared/guided writing, and Assessment for Learning.
Findings: The main findings of this case study are that the programme had a positive impact on pupil learning, teaching, and school organisation and leadership. It was found that explicit reference to purpose and audience, demystifying the writing process, teacher enthusiasm, and effective use of assessment for learning were crucial to making a difference.
Implications: The findings of this development work suggest that explicit reference to purpose and audience, demystifying the writing process, and teacher enthusiasm are crucial to improving children's attitudes and quality of writing. This has had a positive impact on school organisation and leadership.
Description
Keywords (free text)
Primary education , English - writing