Welcome and background The IPEELL approach was originally developed in Calderdale, West Yorkshire, for pupils transferring from primary to secondary schools. The aim was to provide a strategy for writing that would start in the final year of primary school and continue into secondary school using the same techniques. The approach was funded by the Education Endowment Foundation and evaluated by Durham and York Universities. Memorable experiences were provided as a focus for writing and the key features of the Self-Regulated Strategy Development were used to structure pupils’ writing and provide a basis for self-evaluation. The evaluation showed that the approach had a positive effect on children’s writing outcomes, with the greatest impact of any EEF-funded research project:
Participating pupils made approximately nine months additional progress compared to similar pupils who did not participate in the intervention. EEF, Using Self-Regulation to Improving Writing (2014) The strategy is currently being used in schools across the country and has now been incorporated into the National Literacy Trust’s CPD offer, available to teachers across the UK. Thank you for taking part in our training to help improve the quality of your pupils’ writing. “Having good writing skills is absolutely critical for students to be able to succeed in every subject at school – and beyond. Yet, every year, one child in four leaves primary school in England unable to write well, rising to one child in three from the most disadvantaged backgrounds. “We are thrilled to be able to deliver this training programme, which has been proven to improve the quality of young people’s writing by combining memorable experiences and self-regulation with a very practical approach that helps children understand the writing process. Jonathan Douglas Director, National Literacy Trust IPEELL: Introduction
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