Can pupil choice over English curriculum content improve pupils' sense that the subject is 'for them'? Assessing the impact of curriculum choice on pupils' engagement, confidence and sense of inclusion in the English

Thesis

In this qualitative research and development project, I investigated the impact of pupil text choice on engagement in English lessons. School curricula have been shown to favour middle-class pupils (Demie and Lewis, 2010) and this project focused primarily on the experiences of a school priority: Pupil Premium pupils. Two low-attaining Year 7 classes from a co-educational comprehensive school were used for this study. Pupils chose their own novel from a shortlist to study for one term. Independent reading and collaborative activities developed while teaching became focused on skills over content. Attitudes to engagement were assessed qualitatively using Likert-scale questions, free text questionnaires and semistructured group interviews before, during and after the intervention. Findings showed the positive impact of choice on engagement. Pupils overwhelmingly enjoyed their book, looked forward to English lessons more and began reading more frequently at home. Many felt they were learning more, were better independent readers and knew what book they would read next. Interviews revealed many pupils were beginning to develop greater self-identities as readers as a result of choice. Some inconsistencies between questionnaire and interview data led to revelations about pupil perceptions of reading and its difference between the home and the school. Implications for further practice are discussed

Authors: Blackwell, I

• Type of award: MSc
• Level of award: Masters
• Awarding institution: University of Oxford
• Keywords: MLT; MLT2017; English curriculum
• Subjects: Education