“We must not delay! Upon the speedy provision of elementary education depends our industrial prosperity. It is of no use trying to give technical teaching to our artizans without elementary education….If we leave our workfolk any longer unskilled, notwithstanding their strong sinews and determined energy, they will become over-matched in the competition of the world. If we are to hold our position among men of our own race or among the nations of the world we must make up the smallness of our numbers by increasing the intellectual force of the individual.”
In 1870, an Education Act was passed which paved the way for the achievement by the end of the century of compulsory free state education for children between the ages of five and thirteen. The driving force behind the Act was clearly articulated above by W.E. Forster in his speech to the House in February of that year. The education of the masses came also to be seen as a possible and desirable solution to problems of social unrest and rising crime, and to carry the important function of socialization, to be achieved through the inculcation of such moral values as piety, honesty, industry and, significantly, obedience. These principles are surely held good in schools today, though promoted in a different vocabulary.
Continue reading “From The Victorian To Gove To Greening: How Far Has The English Curriculum Really Come?”
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This article is based on the work of Graham & Perin (2007), The DfE (2012) and other influential research (Beard, 2000, Gadd, 2014, Education Endowment Fund, 2017). There is now a core of consistency to be found across a variety of studies in several different countries on what makes for good writing lessons. We also now know what causes poor writing outcomes – see here. In the case of Graham & Perin (2007), their meta-analysis comes from the largest collection of writing research ever pooled. It analysed all contemporary research into the teaching of writing and looked for significant patterning. You can find a more formal summary of how their and the DfE’s findings marry together to create these 13 strategies at the bottom of this article. This is what research analysis concluded:
Continue reading “What The Research Says: The 13 Most Effective Ways To Improve Children’s Writing.”
This is another post in our series on the topic of creating independent writers.
The Standards & Testing Agency have in some ways made the marking of spellings more problematic than it’s ever been. They state quite clearly, that individual spellings should no longer be pointed out to children if you wish to mark it as an independent piece. This, coupled with Ofsted’s move away from heavy amounts of marking needing to be seen in books, could make the marking of spelling seem tricky.
What the The Standards & Testing Agency do say is that you can tell a child, through marking, that there are spelling errors in certain paragraphs that they’ve written. I actually think this is quite sensible if we wish to develop children as independent spellers.
Continue reading “If In Doubt, Circle It Out! How To Create A Class Of Independent Spellers”
Don’t underestimate the power of publishing: it’s the key to high-quality independent writing.
As part of our independent writers blog series, we’ve been reflecting on why the children in our class write the way they do.
We recently asked the children why they take so much care over the editing of their pieces – particularly their spellings and it was interesting to hear their responses.
- More people will read your writing.
- Improves my writing for the people who read it.
- I don’t do it for you – I do it for my readers.
- I want my reader to read it all.
- I want everyone in the class to understand it.
Continue reading “Is The Trick In The Publishing? Reflecting On Why The Children Are Writing With Such Care & Attention.”