Write less but say more: developing literacy strategies through pupil consultation to improve written answers in GCSE History

Thesis

This study aimed to improve the written answers of students in GCSE History, by enabling them to 'write less but say more'. The intention was to achieve this more effective way of writing by working collaboratively with students in order to develop effective literacy strategies across three years of GCSE study. There was also particular focus on high attaining students who have historically underachieved in my school.

The literature review investigated challenges for high attainers, literacy strategies in history lessons and using pupil consultation. This was followed by an initial investigation into the types of literacy and writing tasks done in different curriculum areas of the school and currently in history lessons. These elements were then combined in order to develop action research cycles using a range of interventions designed to help students develop their written answers. Throughout the project, student feedback, progress and opinion were used to guide the direction and nature of the interventions.

The project resulted in an improvement in both written responses and student confidence with writing. It also raised the complex emotional relationship between students and their written work which plays an important role in student success and failure in GCSE History.

Authors: Allan, C

• Type of award: MSc
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: MLT; MLT2019; History
• Subjects: Education