School: Mr Clarke
Highfield CE Primary School
What could go better? What do you want to improve? What’s concerning you?
What interests you?
(eg ‘My students give up too easily’) I am hoping to improve the editing skills of lower attaining children in writing. At present children are struggling to correct and up-level their work.
What’s your hunch about the issue you are focusing on?
(eg ‘Maybe I am doing too much for my students’) I believe that if lower attaining children are paired with more confident editors, they will observe editing skills in action and will be able to apply it in their own writing.
What does the research say? What do others in my school know about this?
(Books, articles, Google Scholar, libraries)
4. Research question
(eg ‘If I make it easier for students to help themselves and each other will their resilience improve?’ Can mixed attainment pairing improve the editing skills of the pupils in year 6.
How does my question sit within my school’s current priorities? Have I checked with key team members/senior staff? This is a priority in year 6 because for children to achieve the higher attainment in writing at the end of Key Stage 2 they have to be thoroughly editing their work.
6. The Intervention
What you will do? When? Who? How?
For example Once a week children will be sitting in mixed attainment places to edit and improve work done. Children will be made accountable for the editing they have helped with in their partners books. Lessons will be given to children to teach them how to edit effectively.
7. Evaluation Methods
How will you notice, measure and describe what happens?
Pupil interview to ask children what it means by editing. What do you think about and what do you look for when editing?
Teacher will find less mistakes and better quality work being consistently produced by children
List key activities by month making sure that you allocate time for (1) – (7) above.
Typically allow the equivalent of half a term for your intervention.
Give yourself a month for writing up.
Check the dates of your university action research sessions to make sure that your timescale is realistic
January – Introduce system to children. Conduct initial pupil interview and teach specific lessons around the key aspect of editing.
February – April – review work being produced by the children. Are there less mistakes being seen in the final product? Is their evidence of improved editing?
April – conduct final pupil interview with children. Has their understanding and awareness of editing improved?