Embedding principles of Every Child a Writer in whole school approach to Literacy
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Authors
Davis, Dominic
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 improve the writing skills of children in Y3/Y4, develop a whole school approach to writing, deliver tightly focussed CPD for improving writing, embed guided writing, use AfL to inform planning, teaching and learning, continuous assessment of pupils to identify areas for development, use 1:1 tuition to increase progress of individuals, continue ECaW programme, establish KS1 writing support programme, cascade knowledge and experience of current Y3/Y4 teachers further, and establish more writing opportunities with a ‘clear purpose for writing’, cross curricular writing opportunities, and experiential learning leading to writing.
Aims: The main aim of the development work was to improve children's writing skills, teacher confidence in teaching writing, and assessment of writing through the use of AfL and guided writing, deliver tightly focussed CPD for improving writing, establish lesson study and team teaching for individual CPD, embed guided writing, use AfL to inform planning, teaching and learning, continuous assessment of pupils to identify areas for development, use 1:1 tuition to increase progress of individuals, allowing them to attain national age related expectations, continue ECaW programme, establish KS1 writing support programme, cascade knowledge and experience of current Y3/Y4 teachers further, and establish more writing opportunities with a ‘clear purpose for writing’, cross curricular writing opportunities, and experiential learning leading to writing.
Methods: The participants included senior leaders, subject leaders, two Y3/Y4 teachers, a 1:1 tutor, a literacy coordinator, LA consultants, National Strategy staff, and a lead teacher to deliver tightly focussed CPD for improving writing, establish lesson study and team teaching, embed guided writing, use AfL, continuous assessment, 1:1 tuition, ECaW programme, KS1 writing support programme, and more writing opportunities. Methods used included CPD, AfL, guided writing, SfW and TfW materials, 1:1 tuition, lesson study, team teaching, ECaW programme, KS1 writing support programme, cascading knowledge and experience, and continuous assessment.
Findings: The main findings of this case study are that the use of AfL, Talk for Writing, and personalised CPD for teachers have had a positive impact on pupil learning, teaching, and school organisation and leadership. Pupils have made at least one sub-level of progress across the year, and teachers have become more confident in assessing writing and using strategies to teach writing. The School Improvement Plan has been updated to include principles of ECaW, such as delivering tightly focussed CPD for improving writing, establishing lesson study and team teaching for individual CPD, embedding guided writing, using AfL to inform planning, teaching and learning, continuous assessment of pupils to identify areas for development, and using 1:1 tuition to increase progress of individuals. Further developments are planned, such as continuing the ECaW programme, establishing a KS1 writing support programme, cascading knowledge and experience of current Y3/Y4 teachers further, and establishing more writing opportunities with a ‘clear purpose for writing’, cross curricular writing opportunities, and experiential learning leading to writing.
Implications: The findings suggest that a whole school approach to writing, including CPD, AfL, guided writing, lesson study, team teaching, continuous assessment, 1:1 tuition, ECaW programme, KS1 writing support programme, and writing opportunities with a clear purpose, can lead to improved writing skills and increased progress for pupils.
Aims: The main aim of the development work was to improve children's writing skills, teacher confidence in teaching writing, and assessment of writing through the use of AfL and guided writing, deliver tightly focussed CPD for improving writing, establish lesson study and team teaching for individual CPD, embed guided writing, use AfL to inform planning, teaching and learning, continuous assessment of pupils to identify areas for development, use 1:1 tuition to increase progress of individuals, allowing them to attain national age related expectations, continue ECaW programme, establish KS1 writing support programme, cascade knowledge and experience of current Y3/Y4 teachers further, and establish more writing opportunities with a ‘clear purpose for writing’, cross curricular writing opportunities, and experiential learning leading to writing.
Methods: The participants included senior leaders, subject leaders, two Y3/Y4 teachers, a 1:1 tutor, a literacy coordinator, LA consultants, National Strategy staff, and a lead teacher to deliver tightly focussed CPD for improving writing, establish lesson study and team teaching, embed guided writing, use AfL, continuous assessment, 1:1 tuition, ECaW programme, KS1 writing support programme, and more writing opportunities. Methods used included CPD, AfL, guided writing, SfW and TfW materials, 1:1 tuition, lesson study, team teaching, ECaW programme, KS1 writing support programme, cascading knowledge and experience, and continuous assessment.
Findings: The main findings of this case study are that the use of AfL, Talk for Writing, and personalised CPD for teachers have had a positive impact on pupil learning, teaching, and school organisation and leadership. Pupils have made at least one sub-level of progress across the year, and teachers have become more confident in assessing writing and using strategies to teach writing. The School Improvement Plan has been updated to include principles of ECaW, such as delivering tightly focussed CPD for improving writing, establishing lesson study and team teaching for individual CPD, embedding guided writing, using AfL to inform planning, teaching and learning, continuous assessment of pupils to identify areas for development, and using 1:1 tuition to increase progress of individuals. Further developments are planned, such as continuing the ECaW programme, establishing a KS1 writing support programme, cascading knowledge and experience of current Y3/Y4 teachers further, and establishing more writing opportunities with a ‘clear purpose for writing’, cross curricular writing opportunities, and experiential learning leading to writing.
Implications: The findings suggest that a whole school approach to writing, including CPD, AfL, guided writing, lesson study, team teaching, continuous assessment, 1:1 tuition, ECaW programme, KS1 writing support programme, and writing opportunities with a clear purpose, can lead to improved writing skills and increased progress for pupils.
Description
Keywords (free text)
Primary education , Assessment and target setting , English - writing