Gerry Shiel - Böcker

The capacity to write well is fundamental to success in school and beyond. Yet many children struggle to become proficient writers. Teaching and Assessing Writing in the Primary School provides a comprehensive guide to the theory, practice and pedagogical research behind teaching children to write. Supported by case studies and real-world examples of teaching and learning writing in the classroom, this practical book proposes a whole-school, research-informed writing framework that engages children while building their writing skills. Readers will benefit from building their knowledge of the theory and research behind learning how to write successfully while discovering how they may apply this effectively to their classroom practice.Firmly grounded in the theory of writing and with clear links to practical application, chapters explore:Effective pedagogies for teaching children aged 4–12 how to write The planned and received curriculum for writing, including a whole-school approachFormative and summative assessment of writing in the classroomDesigning and organising a Writing Workshop for pupils Practical implementation of ‘mini lessons’ to support writing Supporting the needs of diverse writers within our schoolsFilled with strategies for teaching, this practical and engaging book will be an essential resource for anyone working within primary schools, including classroom teachers (both new and more experienced), teaching assistants, subject leaders, literacy coordinators and senior leadership.

The capacity to write well is fundamental to success in school and beyond. Yet many children struggle to become proficient writers. Teaching and Assessing Writing in the Primary School provides a comprehensive guide to the theory, practice and pedagogical research behind teaching children to write. Supported by case studies and real-world examples of teaching and learning writing in the classroom, this practical book proposes a whole-school, research-informed writing framework that engages children while building their writing skills. Readers will benefit from building their knowledge of the theory and research behind learning how to write successfully while discovering how they may apply this effectively to their classroom practice.Firmly grounded in the theory of writing and with clear links to practical application, chapters explore:Effective pedagogies for teaching children aged 4–12 how to write The planned and received curriculum for writing, including a whole-school approachFormative and summative assessment of writing in the classroomDesigning and organising a Writing Workshop for pupils Practical implementation of ‘mini lessons’ to support writing Supporting the needs of diverse writers within our schoolsFilled with strategies for teaching, this practical and engaging book will be an essential resource for anyone working within primary schools, including classroom teachers (both new and more experienced), teaching assistants, subject leaders, literacy coordinators and senior leadership.

All teachers are responsible for assessing the children they teach, and the outcomes of any assessment are important for individual learners, schools and wider education systems. Designed as a pragmatic guide for new teachers and those training to teach, this book is your one-stop-shop for understanding assessment in schools. It covers formative and summative approaches used across primary and secondary education, supporting a balanced overview with policy examples drawn from the UK, Ireland and wider international contexts. This updated second edition reflects recent trends in assessment and includes: more balanced coverage across primary and secondary age phases with a broader range of examples across curriculum subject areas a new chapter on the potential of digital assessment for both formative and summative purposes the impact of the COVID-19 pandemic on assessment in general, and examinations in particular Damian Murchan is Associate Professor in the School of Education at Trinity College Dublin. Gerry Shiel is a Research Fellow at the Educational Research Centre, Dublin, Ireland.