Teaching Approaches to Promote Consistent ... - Learning Wales

“Mental work…problem solving…writing in different styles…”(Y3 teacher, school F, group En)Finding 12: Teachers reported problems in teaching English that tended tocover a wider range of issues and go outside the subject itself, comparedproblems they reported in teaching mathematics.Within this finding, there is some evidence that boys and girls present differentproblems. Responses to a probing question about differences between literacyproblems experienced by boys and girls, boys’ problems emerged more often:“Very little general knowledge and poor vocabulary.”(Y5 teacher, school F, Group En)“Difficult to motivate pupils as they get older, particularly boys in current group.”“Keeping enthusiasm and motivation to write, especially for boys; they thinkstory writing is for girls.”(Y6 teacher, School H, Group Ma)Finding 13: Most teachers felt confident in their own ability to apply theirsubject knowledge in the classroom and there was generalacknowledgement of the importance of in-service training, provided byschool and LEA.This is interesting because the NLS/NNS frameworks have provided teachers with astrong degree of in-service support and so arguably have contributed to theirexpressed confidence. Nevertheless, the number of curricular issues (Finding 11)identified as challenges to their teaching still remain.“Training helped me teach speaking and listening skills. The literacy coordinatoris very approachable and passionate about improving literacy.”(Y3 teacher, school D, Group En)“I’m still learning quite a lot – used to younger pupils (but I’m) developingchallenges for the more able.”(Y3 teacher, school H, Group Ma)48