An investigation into the impact of the implementation of a whole school writing skills strategy on staff and Year Seven pupils.
Cardiff Metropolitan University
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Standards in literacy have been in the forefront of government agenda, particularly in Wales. The Minister for Education in the Wales Government has given much time and emphasis on improving the standards of literacy, placing an onus on schools to improve standards, despite the lack of a National Literacy Strategy. This dissertation focuses on the way a school in the south Wales valleys aimed to improve the standard of writing skills in year seven pupils (a cohort with pupils that had been indentified as having a third with a reading age significantly below their chronological age), through the implementation of a whole school writing strategy. The research was split into four areas examining the management of the strategy, the influence it had on pedagogy, the impact it had on attainment and the stakeholders' perceptions of the school's literacy agenda. The research encompassed a review of relevant and up to date literature as well as practical research in the form of a case study. The researcher used questionnaires, interviews, audits of documentation, scrutiny of pupils' work and analysis of assessment data to form conclusions. It was found the training provided to staff by their colleagues had been well received and increased a feeling of preparedness to teach writing skills. Most staff implemented the strategy consistently and as a result pupils felt that the help and feedback they received enabled them to improve their writing. Data from one term of assessment showed that on the whole the strategy had had a positive impact on assessment data with the majority of pupils showing an improvement. Recommendations were made to ensure the absolute consistency of approach in implementing the strategy to further enhance its positive impact.
MA Education Thesis
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