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Secondary Writing: Insights into AERO’s school-wide approach to teaching writing
In response to AERO’s Writing NAPLAN data analysis in 2022, which highlighted the decline in students’ persuasive writing ability, a key recommendation was to, “Conduct further research to co-design and evaluate appropriate supports for the teaching of writing, and pilot teacher professional development and initial teacher training to support explicit teaching of writing strategies for areas of potential concern identified by this research” (AERO, 2022, p.8).
The focus for AERO’s Writing Project team was the development of a research project that is working in partnership with stakeholders to develop, test and refine a Secondary Writing Instruction Framework (SWIF). The framework comprises a suite of professional learning resources and practical guides which can inform a school-wide approach to teaching writing. The SWIF is currently being piloted in three secondary schools during 2023, with findings informing enhancements and development of additional resources.
Christine Jackson will provide an early insight into the Secondary Writing Instruction Framework (SWIF) and associated professional learning resources and highlight some of the key learnings from the project.
All resources will be published on AERO’s website and available to all teachers and school leaders in 2024.
Event outline
Who is AERO?
Research overview regarding student writing
The need for explicit instruction – the AERO SWIF model
An outline of the AERO workshops
What have we learnt so far from our case study schools
Discussion & Q/A
Reference:
Australian Education Research Organisation. (2022). Writing development: what does a decade of NAPLAN data reveal? Report summary. https://www.edresearch.edu.au/sites/default/files/2022-10/writing-development-summary-aa.pdf
Christine Jackson
Christine Jackson is currently working as a Principal Researcher at the Australian Education Research Organisation (AERO) and leads the Writing Project.
Christine's professional career started as a secondary English teacher in central west New South Wales before teaching internationally and in Sydney. She has worked at the Australian Catholic University's Institute for Learning Sciences and Teacher Education, where she was involved in several government consultancy projects in Queensland that specifically looked at the teaching of writing and also on the purpose, impact, and use of NAPLAN in the context of policy, schools, and the community.