This thesis presents an exploration of the path of writing as a cross-curricular feature of learning in the decades following the Bullock Report A Language for Life (1975). It presents the initial impact that the Bullock Report made on the educational community and the subsequent policies that came after it. It shows that though hopes were high for the establishment of a Language for Life, as described in Bullock, there is little in today’s literacy practice that can be tracked back to Bullock. This research has been conducted as part of a project that combines Action Research and Case Study to develop a better understanding of the issues raised above in order to take literacy policy and practice within the school forward. The research took place in two city high schools. The students involved in the interviews were aged 11-15 and were of varied academic ability. The teachers interviewed teach a variety of subjects across the curriculum. Some have additional roles within the school. The key themes that emerged from the research were: The National Literacy Strategy has had little effect on the development of students’ writing experiences across the curriculum; Teachers are significantly affected by exam requirements when planning writing experiences for their students; There is evidence that teachers lack autonomy to make independent decisions in the delivery of their curriculum. The thesis presents the findings in light of the quest to find what should be done to promote writing across the curriculum. The findings are analysed and new directions sought to take the teaching and learning of writing forward.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:614492 |
| Date | January 2013 |
| Creators | Higgin, Dorothy |
| Publisher | University of East Anglia |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | https://ueaeprints.uea.ac.uk/48701/ |
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