Dangle: Talk for Writing in Year 1

Thanks to Chris Currie for this case study.

Context- Year 1 at Westbourne Primary

This project was run in a Year 1 class (children aged 5-6) at Westbourne Primary School. Westbourne is in the Manningham area of Bradford which has a high level of deprivation. The vast majority of children speak English as an additional language. Due to these socio- economic and cultural factors, the majority of children who enter the nursery at Westbourne are well below national average.

What we did- One example of many

We studied the short film ‘Dangle’. Year 1 children looked at a freeze frame of the film discussing where the camera was and what they could see. This also acted to extend the children’s vocabulary in terms of describing words and their noticing skills. To use the video to enhance the children’s imagination and therefore their imaginative writing we planned to have a rope hanging in our classroom. The rope was there as the children entered the classroom. After a speaking and listening session on what might happen if we pulled the rope the children went away and wrote their ideas down. This linked perfectly with the ‘writing for a reason’ and ‘making writing interesting’ ethos in Year 1.

Impact

 The data shows that the strategies employed during 2010-11 (the continuous provision, the stronger and more creative links within the curriculum and the work around film and digital imagery) have made a positive difference to standards. The table below illustrates the impact on standards in reading and writing. This is data from Spring 1 as the Summer data was unavailable at the time of writing.

Reading (Spring 1)

Year

Children achieving 1a+

Children achieving 1b

Children achieving a 1c

Children still working with FSP

2009-10

6 (11%)

9 (16%)

21 (38%)

19 (34%)

2010-11

9 (15%)

20 (33%)

23 (38%)

8 (13%)

Writing (Spring 1)

Year

Children achieving 1a+

Children achieving 1b

Children achieving a 1c

Children still working with FSP

2009-10

3 (5%)

8 (14%)

21(38%)

22 (40%)

2010-11

9 (15%)

23 (38%)

16 (27%)

12 (20%)

It is clear to see that more children were achieving levels 1a and 1b much quicker in both reading and writing.

Children were motivated to write and the prior talking for writing was much more meaningful. Children’s imagination, vocabulary and own expectations of what can be achieved with writing were all improved.

Successful because

Children were positively involved in their learning due its relevance to their lives (with film and media being a prominent feature in their home life). Children were motivated to write and the outcomes were subsequently improved.


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2 Responses to Dangle: Talk for Writing in Year 1

  1. Arafa Ahmed says:

    Chris makes learning exciting and fun and hence pupils achieve. Excellent!

  2. Fazeela Ahmed says:

    Chris Currie is the most fantastic educator I have come across. This case study is brilliant .

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