How one mainstream junior school is aiming to improve levels of writing

Toole, Claire (2013) How one mainstream junior school is aiming to improve levels of writing. BA dissertation, University of Portsmouth.

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    Abstract

    This report investigates how one mainstream junior school is aiming to improve levels of writing. It was decided that the appropriate form of methodology for this project would be a case study as they are especially suitable for educational research. The teaching of writing nationally is discussed, together with comments relating to requirements of the new Primary Curriculum and the important link with reading. These points are supported by relevant literature and personal experiences. The opinions of all staff have been obtained via interviews and questionnaires and a focus group allowed four Year 6 children to offer their views. All data has been obtained ethically and cross referenced to ensure a triangulation of views. Writing has a high focus within the school and has been prioritised as an action area in the school improvement plan.

    The school supports assessment for learning which continues to be used in conjunction with APP, which has had a significant impact on the teacher’s ability to track the progress of each child whilst encouraging peer and self assessment. APP has also highlighted gaps in the children’s learning. The importance of exposing children to a rich and varied range of literature is endorsed by the school and all teachers read to their classes daily. The school offers children a variety of different opportunities to inspire their creativity in writing and places importance on the use of the cursive script. The new Grammar Tests for the end of Key Stage 2 are introduced this year and as a result the technicalities of grammar are being introduced at Year 3. Early indications suggest that the changes have had a positive effect on the levels of writing within the school and it is hoped that this trend will continue once the changes have become fully embedded.

    Item Type: Dissertation
    Departments/Research Groups: Faculty of Humanities and Social Sciences > School of Education and Childhood Studies
    Depositing User: Alice Bentley
    Date Deposited: 16 Jul 2015 14:55
    Last Modified: 16 Jul 2015 14:55
    URI: http://eprints.port.ac.uk/id/eprint/17740

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