ABSTRACT
Part 2 explores the impact of the UEA Lesson Study Module, outlined in Chapter 1, on the development of Lesson Study within the context of one school. Litcham School is a mixed, all-through school for children aged 4–16 with a pupil cohort of around 800 pupils located in rural Norfolk and is part of the Synergy Multi-Academy Trust. The authors of the chapters in Part 2 had all competed the Module and are teachers at Litcham School. In Chapter 2, Rob Martlew, the headteacher of the school at the time, offers a reflective account of the application of the Lesson Study Module as a whole-school professional development approach. Chapters 3 and 4 follow with case descriptions, based on research posters, of the major Lesson Studies conducted at Litcham over the past three years. Linda Timblin, John Cunningham and Christine Hinchliffe, in Chapter 3, discuss their Lesson Study in relation to developing pupils’ inference skills across the primary and secondary phases. In Chapter 4, Josh Palmer and Tonya Bateman focus on developing pupils’ extended writing in secondary English.
