Evaluation of impact of Almost all pupils in Active Literacy All / almost all pupils Tracking and monitoring of 90% of children on track or better Active Literacy - SIMD 1&2 target Writing demonstrate increased pupil progress in writing. in relation to national standards / Spelling and Reading group on track or levels of confidence Professional judgement Pupils’ in school assessments and from P1 to P7 indicated better to achieve writing assessment pieces. moderation / area group improvement in age/stage CfE level in All pupils writing at CfE data moderation attainment from Writing by June 2018 appropriate level Pupil attitudes to writing 2015/2017. As a next questionnaires. Questionnaire/Pupil focus group step Active Literacy All pupils in SIMD feedback and learning walks Book making Project confidence SWST results approaches to be 1&2 target group on showed an increase in confidence, increases and impacts Evaluation of completed book extended into Writing. track or better to enjoyment and interest in the on increasing projects achieve age/stage CfE writing process attainment Direct comparisons with *(Ellis & Sosu, 2014, level in Writing by Parental engagement previous written pieces Closing the Attainment June 2019 increases Questionnaire/Pupil focus All staff self-evaluate as having Gap in Scottish increased knowledge and School develops a group feedback. Education) indicates All staff report confidence in teaching writing. writing culture SSLN data shows a 21% increased levels of Active Literacy Improved confidence Staff feedback / evaluation attainment gap in confidence in Evidence gathered from staff Writing Training and motivation in writing based on SES of teaching writing feedback indicates that staff Moderation teaching and assessing Evidence of staff collaborative pupils confidence and consistency in Professional Dialogue writing working All staff report teaching and assessing writing has increased confidence improved. Consistency in learning Evidence from learning walks, in assessing writing at Staff have worked collaboratively experienced by al learner conversations, CfE level to produce a range of materials to pupils sampling of writing pieces support writing, ensuring Consistency of sustainability approach evident in all classes
Evaluation of impact of Active Literacy - Spelling and Reading from P1 to P7 indicated improvement in attainment from 2015/2017. As a next step Active Literacy approaches to be extended into Writing. *(Ellis & Sosu, 2014, Closing the Attainment Gap in Scottish Education) indicates SSLN data shows a 21% attainment gap in writing based on SES of pupils Almost all pupils in SIMD 1&2 target group on track or better to achieve age/stage CfE level in Writing by June 2018 All pupils in SIMD 1&2 target group on track or better to achieve age/stage CfE level in Writing by June 2019 All staff report increased levels of confidence in teaching writing All staff report increased confidence in assessing writing at CfE level Consistency of approach evident in all classes Active Literacy Writing All / almost all pupils demonstrate increased levels of confidence All pupils writing at appropriate level Tracking and monitoring of pupil progress in writing. Professional judgement Pupils’ writing assessment pieces. CfE data Pupil attitudes to writing questionnaires. 90% of children on track or better in relation to national standards / in school assessments and moderation / area group moderation Questionnaire/Pupil focus group feedback and learning walks showed an increase in confidence, enjoyment and interest in the writing process All staff self-evaluate as having increased knowledge and confidence in teaching writing. Evidence gathered from staff feedback indicates that staff confidence and consistency in teaching and assessing writing has improved. Staff have worked collaboratively to produce a range of materials to support writing, ensuring sustainability Book making Project confidence increases and impacts on increasing attainment Parental engagement increases School develops a writing culture SWST results Evaluation of completed book projects Direct comparisons with previous written pieces Questionnaire/Pupil focus group feedback. Active Literacy Writing Training Moderation Professional Dialogue Improved confidence and motivation in teaching and assessing writing Consistency in learning experienced by al pupils Staff feedback / evaluation Evidence of staff collaborative working Evidence from learning walks, learner conversations, sampling of writing pieces