Mixed methods case study reveals effective writing strategies in primary education, suggesting needs for wider application.
The Curriculum for Wales (CfW) aims to prepare future generations with the knowledge and skills they need to succeed. Using a mixed methods case study approach, this small-scale study explored reforming English within the new CfW’s Language, Literacy and Communication (LLC) Area of Learning and Experience. The study evaluated the success of evidence-based writing strategies in one primary school in South Wales (School X) and explored teachers’ confidence and beliefs about writing instruction. Data was collected through practitioner questionnaires (n=9) and semi-structured interviews (n=3). Findings indicated that evidence-based strategies were effective in supporting writing development, but required additional development to be effective in all classes. The study also explored the correlation between teachers’ beliefs, confidence and their chosen teaching methods. This study provides an example of the enactment of curriculum reform in Wales, contributing to ongoing discourse surrounding subject leadership and effective writing instruction, with recommendations for future teaching practice.
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Catherine Clements (2025) studied this question.
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