This snapshot, taken on
10/08/2011
, shows web content acquired for preservation by The National Archives. External links, forms and search may not work in archived websites and contact details are likely to be out of date.
 
 
The UK Government Web Archive does not use cookies but some may be left in your browser from archived websites.

A new UK Government took office on 11 May 2010. As a result the content on this site may not reflect current Government policy.
All statutory guidance and legislation published on this site continues to reflect the current legal position unless indicated otherwise.
To view the new website, please visit http://www.education.gov.uk

Talk for writing: Jo's Year 1 case study – Implementing 'Talk for writing'

Outcomes

  • Date: Sep 2008
  • Programme: Talk for writing
  • Subject area: Literacy
  • Focus: Improving the rate of progress of children's writing by focusing on sentence structures, vocabulary and oral rehearsal
  • Number in series: 2
  • Phase: Primary
  • Key stage: Key Stage 1
  • Ref: 00467-2008PDF-EN-28

The data for the cohort (two classes followed this method of planning and teaching) demonstrates that 84 per cent have finished the year on track to gain level 2 at the end of Key Stage 1. Of these, 61 per cent have gained a high level 1 or above.

A significant minority of children made accelerated progress during the second half of the year, following the introduction of the Talk for writing project in February. In the first half of the year, only 12 per cent of children made two part levels of progress compared with 30 per cent who made two part levels of progress between February and June. In the first half of the year, 43 per cent of children made no progress against the National Curriculum compared with only 14 per cent who made no progress in the second half of the year.

Children have also demonstrated the confidence to talk to a wider range of audiences which they have sometimes lacked especially as oracy skills have proved a traditional difficulty for many of the children in the school. Anecdotally, this group of children has developed broader language skills and confidence, not simply linked to direct improvements with writing, the benefits of which should be reaped as the children progress throughout Key Stage 2.