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10/08/2011
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Using Every Child a Writer to boost vocabulary in Year 3 and 4 writing

School or setting

Authored by:
Eleanor Power
School:
Muskham Primary School
Type of school:
Primary
Local Authority:
Nottinghamshire
Region:
East Midlands

Learners

Year groups:
Year 3, Year 4
Gender:
Both
Whole school:
Yes
People involved:
Carer, LA adviser, Middle leader, Parent, Senior leader, Senior leadership team (SLT), Subject leader, Support staff, Teacher, Year group leader
Number of classes:
6
Number of adult learners:
6 supported teachers in 3 schools plus other class teachers as rolled out through the school

What were your reasons for doing this type of development work?

I became involved in the Every Child a Writer initiative as a Leading Teacher working with my own school and two others.

The guiding principle behind ECaW is to boost levels of writing in Years 3 & 4 using a 3 tiered approach:

  • Quality First Teaching
  • Guided group work
  • 1:1 tuition

The methods outlined in the case study to boost vocabulary can be used in all of these three areas to good effect.

One of the issues encountered was the limited vocabulary of some of the children in the different classes.

Who might find this case study useful?

  • Headteacher
  • Middle leader
  • Subject leader
  • Support staff
  • Teacher

Key points

Point 1

Do you want to extend your children's use of adventurous vocabulary?

Point 2

Do you want to raise standards in writing?

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  • What

    The intention was that pupils achieve a secure level 3 by the end of Year 4. Approaches included self and peer assessment, use of pupil talk for whole-class teaching, coaching and training.

  • Impact

    It was found that children are starting to focus on word choices and are discussing these in an informed manner. Teachers feel as if they have been given permission to incorporate more talk in their teaching of writing. Leading teachers are now being asked to model good practice to other schools and teachers.

  • Summary

    The crucial thing that made a difference was the willingness of the different teachers to accommodate new ideas and to embed them in their teaching.