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CRAFTING MEANINGFUL NARRATIVES
Dean of Research and Practice, Ms Natasha Isbel, Dean of Academic Studies, Ms Trish Davis, Head of Middle School, Ms Amy Webb, and Acting Head of Junior School Curriculum, Ms Carlie Plummer’s research is the result of an Australian Independent Schools NSW (AISNSW) grant. Together, they are delving into two critical aspects of literacy learning: refining instructional techniques to bolster academic writing skills and expanding opportunities for students to practise writing within content-focused lessons.
for enhancing writing proficiency and confidence among both students and educators. Its lens is trained on Stages 3, 4, and 5 (Years 5 to 10) and examines a transdisciplinary context in the Junior School and singledisciplinary contexts (History, Geography, Science, and Personal Development, Health and Physical Education) in the Senior School.
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By developing a toolkit of writing strategies, informed by both Australian and international best practices, they aim to contribute to the broader educational community’s understanding of how to teach writing more effectively. The team is working closely with their external academic mentors, Emeritus Professor Beverly Deriawanka and Associate Professor Pauline Jones from the University of Wollongong.
Yet there is no consensus among Australian writing experts on what constitutes a good writing curriculum. This issue is further underscored by the stagnation in writing abilities among students in Years 3 and 5, as well as the moderate decline observed in Years 7 and 9 over the past decade, according to NAPLAN data (AERO, 2022).
The Wenona team is making progress on its ambitious project to identify the most effective teaching methods
In separate research as a part of the Global Action Research Collaborative on Girls’ Education, Ms Natasha Isbel is examining the impact of collaborative peer feedback on student writing achievement, confidence, and competence in Stage 6 (Years 11 and 12). This project is an 18-month classroom-based action research initiative, working alongside a team of international educators and drawing on their expertise.
Both evidence-based research projects highlight the strategic importance Wenona places on fostering a strong culture of reflection and evaluation, and sharing, and discussing evidence within school communities so that the quality of education can be elevated across the board.
