Teach-Primary-Issue-19.3

www.teachwire.net | 57 Our post-lesson discussions helped us develop gradual release strategies that built children’s confidence and autonomy, whilst ensuring they developed their authentic voice and identity as writers. This iterative, collaborative approach has helped teachers feel more confident in embracing pedagogical change, as they’re supported by colleagues who are observing and reflecting on the same challenges. Non-judgemental observations also mean that teachers are more at ease, and willing to take greater pedagogical risks. We’ve been trying to implement a fundamentally different approach to teaching writing, and Lesson Study has proven to be the perfect framework for this. We’ve adopted the Writing for Pleasure pedagogy ( tinyurl. com/tp-W4P ), which requires a significant shift away from traditional, structured approaches, to one that gives children greater autonomy over their writing choices. Teachers now observe children’s responses to new pedagogy in real time, allowing us to collectively analyse what works and why. This enables us to make adjustments to our writing sessions based on direct classroom observations rather than theory alone. For example, we noticed some pupils were hesitant to make independent writing choices. At the end of each Lesson Study cycle, teachers come together to disseminate their learning. This becomes a powerful platform where educators can share their discoveries, challenges, and insights. Teachers have reported significant shifts in their practice as a result, and our learning coaches provide particularly valuable insights about our most vulnerable learners. For example, they’ve identified how traditional 45-minute writing lessons can overwhelm children who engage best for only 5-8 minutes (which links with the Writing for Pleasure findings). Through their observations and participation in post-lesson discussions, coaches have helped develop adaptations such as flexible writing goals, prioritising quality over quantity, and allowing pupils to write about topics of personal interest (like Arsenal FC or Sonic the Hedgehog). They’ve also embraced Ross Young’s suggestion that adults position themselves as writers within the classroom community, modeling their own writing processes alongside children; a significant shift from their traditional role of micro-managing teacher-led writing tasks. universityprimaryschool.org.uk @UniCamPrimSch “We now make adjustments to our writing sessions based on direct classroom obeservation” CHALLENGES AND OBSTACLES ONWARD AND OUTWARD GENUINE COLLABORATION Our experience shows how this approach could help schools across England transform their entire professional development culture. BEYOND WRITING We use Lesson Study across subjects including maths, science and humanities. Each subject offers unique opportunities for teachers to explore specific pedagogical challenges and pupil learning approaches. Rob Drane (associate headteacher) and Aimee Durning (director of inclusion) lead the writing Lesson Study initiative at the University of Cambridge Primary School. S, YEAR 5 “I love choosing what to write about. Sometimes I write stories for Reception children, other times I create information books about topics I’m interested in. Writing feels more purposeful now.” M, YEAR 4 “Writing is exciting because we think about who we’re writing for. Last week I created a guide for my little brother about how to care for his first bike!” A, YEAR 6 “Before, I just wrote what teachers told us to write. Now I pick my topics and my audience. It makes me want to make my writing really good.” F EATURE S L E ARN I NG J OURNE Y