Literacy


The write way


Following on from our look at reading in the June issue, we return to research from the National Literacy Trust to discuss the vital importance of developing pupils’ writing skills


that writing lags behind other literacy skills. In 2010 29 per cent of children did not achieve the required level in writing at key stage 2 and there is a growing gender gap with a difference of 15 percentage points between boys and girls. In the National Literacy Trust’s Schools Guide to Literacy, research


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of 17,000 pupils reveals that children who think writing is boring are three times more likely to be below average writers. The guide says that in order to succeed as writers, schools must help children to cultivate a love of words and language. Sarah De Zoysa, schools manager at the National Literacy Trust says: “Children need to build a bank of stories, which they can draw on for ideas and language patterns. Teachers need to develop their oral storytelling skills to help them to internalise the language they need. Developing talk in the classroom must therefore be a priority.”


Developing writing skills Transcription and the challenges of composition make writing arguably the most difficult of literacy skills to teach and learn. However, transforming children’s attitudes towards writing and their perceptions of themselves as successful writers leads to signifi cant improvements in skills and attainment.


The Challenge – enjoyment and relevance ■ Writing is the top literacy concern for schools this year – 64 per cent of teachers named it as their priority in a recent survey.


■ 62 per cent of boys do not enjoy writing and pupils at key stage 4 are the least likely to enjoy writing.


■ Pupils on free school meals have less confi dence in their writing abilities. Enjoyment of writing tasks, positive attitudes to writing and frequent


participation in writing are as much prerequisites for success in writing during primary and secondary phases as they are in reading, and the two disciplines are intrinsically linked. A number of Ofsted reports have


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iteracy is one of the most important skills that schools teach their young pupils and strong literacy skills are essential for a successful, happy and fulfi lling life. However, test results reveal


found that writing standards in schools are adversely affected because pupils do not see the value of many of the tasks they are given. Removing Barriers to Literacy, (Ofsted, January 2011) states: “In


the most effective schools visited, inspectors saw teachers thread rich opportunities for speaking and listening into lessons. In turn, this led to improved standards in writing. Practical and creative activities triggered thoughtful discussions among pupils that helped them to shape their ideas and increase their vocabulary.”


Assessment of writing The National Literacy Trust has recently reviewed research on the formative assessment of writing. They found that assessment and feedback directly impact on the future teaching and learning of writing, but that this is an area which continues to be problematic for many schools. Ofsted’s recent report into literacy also provided evidence that


“Children need to build a bank of stories, which they can draw on for ideas and language patterns.”


marking and feedback without giving guidance is demoralising and ineffectual. How best to encourage talk and critical refl ection is an area which teachers tell us they fi nd hard. During 2011 and 2012 the National Literacy Trust will be working with partner schools and the UK’s experts on assessment to develop assessment strategies to improve the teaching of writing.


Talk for Writing Trevithick Primary School in Camborne, Cornwall, has been using the interactive storytelling approach Talk for Writing, developed by literacy expert Pie Corbett. Back in 1999 the school’s standards in English were criticised by Ofsted inspectors. More recently the school has been rated as “outstanding”. Part of this success is down to the consistent use of the Talk for Writing approach, which helps children to learn stories and internalise language patterns to support their writing. This method has raised standards and the school is now nationally recognised for this work. Headteacher Sean Powers said:“I’m really delighted. It’s taken a lot of hard work from our staff and has been a huge achievement.”


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