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OUR PUBLICATIONS > Evaluation of Well Versed
OUR PUBLICATIONS > Evaluation of Well Versed
Author: ERS
Institution: ERS / Creativity, Culture and Education
Full reference: ERS (2011). Evaluation of Well Versed. Newcastle: Creativity, Culture and Education.
In August 2010 ERS was commissioned by Creativity, Culture and Education (CCE) to undertake an evaluation of the national poetry pilot Well Versed. The programme has been delivered by CCE and partners across three English regions – Writers’ Centre Norwich (East), New Writing North (North East) and Writing West Midlands (West Midlands).
Fundamental to Well Versed was the desire to improve the quality of poetry teaching and to enhance learning experiences.
Delivery Overview
The programme had five objectives:
1. Provide teachers with the opportunity to work with poets to gain a better understanding of the process of reading, writing and performing poetry.
2. Provide poets with the opportunity to work with teachers to gain a better understanding of teaching poetry in a complex and diverse curriculum.
3. Improve the ability of a diverse mix of emerging and established poets and teachers to work in partnership.
4. Test new models of partnerships that develop the local poetry infrastructure.
5. Contribute to public debate about how poetry is taught in schools in a way that influences policy and practice.
Whilst the three pilots operated in different ways, the commonality of the underpinning principles and of many of the practices means that Well Versed ought to be viewed as a single programme, with three different interpretations.
This flexibility around core principles ought to be regarded as a key programme strength as it ensured that delivery was appropriate within the context of each region.
Overall Achievements
Some key points of learning
– Considering carefully the balance of the practical and theoretical elements within the training
– Providing teachers and poets with a greater level of resources to take away from the training.
– Knowledge of how to work with teachers to plan classroom activities effectively
– Some knowledge of the curriculum within which teachers are working
– An ability to communicate appropriately with pupils of different ages and plan age-appropriate sessions
– An ability to inspire, motivate and engage pupils
– Knowledge of a range of activities/ warm-ups/ fillers that can be adapted to suit different ages, abilities, or class topics.
Conclusions
– Stakeholder consultation.
– Attendance at one of the Well Versed Advisory Group meetings.
– Attendance at training sessions.
– Two online snapshot surveys were disseminated to participating teachers and poets (in February and July 2011).
– Classroom observations and observations of in-school teacher training at a variety of primary and secondary schools in each of the three pilot regions.
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