Writing in Education
Writing in Primary Schools: What We Know Works
Writing in Primary Schools: What We Know Works

In this booklet, CLPE share the key things that teachers have told us are important when teaching writing. We have gathered evidence from teachers on all of our projects but particularly Power of Reading and Raising Achievement in Writing. Our evidence shows that the conclusions of The Reader in the Writer are as relevant to teaching today as they were twenty years ago.

Developing children as writers is so much more than asking them to remember grammatical constructions or tricky spellings. It is a complicated and intricate process – and if you enable a child to become a writer you have given them a voice, supported them to communicate and provided them with a skill that is vital for all of their schooling and to their life beyond.

Writing in Primary Schools: What We Know Works

Teachers as Writers
Teachers as Writers

Teachers as Writers is a two-year research project offering teachers sustained opportunities to write and build co-mentoring relationships with professional writers in order to improve student outcomes. The project set out to determine the impact of professional writers’ engagement with teachers, both in changing teachers’ classroom practices in the teaching of writing, and in improving student outcomes in writing.


Click below to read the full evaluation report of the project led by Arvon and Arts Council England.

Teachers as Writers

Goldsmiths Young Writer Prize
Goldsmiths Young Writer Prize

This report summarises the impact and effectiveness of the Young Writer Prize competition run by the Student Recruitment and Widening Participation team at Goldsmiths, University of London.

Statistics drawn from evaluation feedback demonstrate the impact the prize has on young people’s aspirations to attend University, and details of motivations for entering the competition, including comments on what they got out of it. At the core, it presents the case that creative writing can have on young people’s development and aspirations.

Goldsmiths Young Writer Prize

Children and Young People’s Writing in 2017/2018
Children and Young People’s Writing in 2017/2018

Published in May 2018, this report conducted by the National Literacy Trust explores how often young people write in their free time and what type of formats they write, how good a writer they think they are and what they think about writing. Findings from the report showed a decline in the number of young people who enjoy writing, with levels of writing at their lowest since 2010.


Click below to read the full report published by the National Literacy Trust.

Children and Young People’s Writing in 2017/2018

Writing for Enjoyment and its Link to Wider Writing
Writing for Enjoyment and its Link to Wider Writing

Published in June 2017 to mark the first National Writing Day, this report conducted by the National Literacy Trust found that children who enjoy writing, and who write creatively outside of school, do significantly better in the classroom.


Click below to read the full report by the National Literacy Trust.

 

Writing for Enjoyment and its Link to Wider Writing

“Pity our children – they’re being turned into grammar robots at school”
“Pity our children – they’re being turned into grammar robots at school”

Scientists will increasingly need ways of explaining themselves to a questioning public while storytelling, creative thinking and communication skills are increasingly important to technology companies. In short, writing matters – even for those who will never make a living primarily from it. Killing children’s enthusiasm for writing is a mistake we will live to regret.

“Pity our children – they’re being turned into grammar robots at school”

The Very Quiet Foreign Girls Poetry Group
The Very Quiet Foreign Girls Poetry Group

The Other Countries Poetry Group is a project run by Kate Clanchy at the Oxford Spires Academy. Clanchy’s article explores the experience of founding and hosting a writing group as a sanctuary for and a celebration of second-language writing. Her project kick-started the Oxford Spires Academy’s string of successes in the Foyle Award.

The Very Quiet Foreign Girls Poetry Group