ABSTRACT
In section two, the literacy gap in older pupils is addressed by attention to their compositional skills, promoted by particular learning contexts, such as experiential learning. Emphasis is placed on looking and learning, oracy practices and creative and problem-based activities that stimulate curiosity and motivate learning and writing across the curriculum. Four projects are exemplified that were devised to improve boys’ writing. These were from an educational consultant, the Primary National Strategy for Boy’s Writing, the Oxfordshire Writing Project and the Kent ‘Writing in the Air’ project. The strategies can obviously be used or adapted to help all pupils. The final section deals with strategies to promote higher-order reflective reading, critical comprehension and different levels of study skills. Seventeen different strategies are exemplified with curriculum materials to promote these higher-order skills and foster collaborative work.
