Best practice CPD to embed 'Talk for Writing' within a primary school
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Authors
Girle, Jane
Issue Date
2010
Educational Level
ISCED Level 0 Early childhood education
ISCED Level 1 Primary education
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 embed the philosophy of 'Talk for Writing' in order to raise standards in English and to develop two teachers en route 'from good to outstanding'.
Aims: The main aim of this development work was to embed the philosophy of 'Talk for Writing' in order to raise standards in English and create an engaging and enthusiastic learning environment for pupils.
Methods: The participants in this development work were the Headteacher, Local Authority Advisor for English, two lead teachers, and the whole school staff community. Methods used included modelling implementation of Talk for Writing in the classroom, providing training on the sequence of Talk for Writing, creating a classroom environment that supports learning, and providing CPD materials, research, and expertise.
Findings: The main findings of this case study are that Talk for Writing has had a positive impact on pupil learning, teaching, and school organization and leadership. It has resulted in improved writing scores, higher proportions of good and outstanding teaching, and distributed school leadership.
Implications: The findings suggest that Talk for Writing can be a key driver in raising standards in English, with pupils becoming more engaged and enthusiastic, and teachers empowered to apply the approach across the curriculum. This has led to improved test results, higher quality teaching, and distributed school leadership.
Aims: The main aim of this development work was to embed the philosophy of 'Talk for Writing' in order to raise standards in English and create an engaging and enthusiastic learning environment for pupils.
Methods: The participants in this development work were the Headteacher, Local Authority Advisor for English, two lead teachers, and the whole school staff community. Methods used included modelling implementation of Talk for Writing in the classroom, providing training on the sequence of Talk for Writing, creating a classroom environment that supports learning, and providing CPD materials, research, and expertise.
Findings: The main findings of this case study are that Talk for Writing has had a positive impact on pupil learning, teaching, and school organization and leadership. It has resulted in improved writing scores, higher proportions of good and outstanding teaching, and distributed school leadership.
Implications: The findings suggest that Talk for Writing can be a key driver in raising standards in English, with pupils becoming more engaged and enthusiastic, and teachers empowered to apply the approach across the curriculum. This has led to improved test results, higher quality teaching, and distributed school leadership.
Description
Keywords (free text)
Primary education , Communication, language and literacy , English - speaking and listening , English - writing