Using examples to teach grammar to enhance writing in Year 7 – Teacher Choices trial

Cognitive science is an area with a good theoretical and experimental evidence base, and with potential to have a greater impact on those from socio-economically disadvantaged backgrounds. However, there is little research based on day-to-day classroom practice, especially in subjects beyond maths and science.

In Key Stage 3 English, most teachers use examples in some form, but practice varies and there is currently no clear, evidence-based guidance on how to use them effectively. This trial aimed to build knowledge about the impact of worked examplesWhere you present the problem and the solution/​multiple solutions together. in realistic English classroom contexts.

This evaluation found no evidence of differential impacts between the three different approaches to using examples. Although we haven’t assigned a security rating to this finding, the trial was well-designed and findings are robust, despite some missing data for the final assessment.

Several factors may explain the similar impacts observed across the approaches, including in implementation, the novelty of all three approaches compared to usual practice, and the possible difficulty of transferring gains from grammar teaching to writing assessments.

Teachers and pupils were generally positive about the increased emphasis on explicit grammar teaching at Key Stage 3, which may help support transition into English lessons at secondary school. 

• 55 schools took part in the trial.
• The trial involved 222 teachers and 8,901 pupils.
• It was open to Year 7 teachers in state-funded secondary schools in England. Multiple teachers from the same school could participate, and were randomly assigned to implement one of the three approaches.

• In line with the aims of Teacher Choices trials, which test practices already used in day-to-day-teaching, participating teachers received brief written guidance for their allocated approach. This included an example lesson plan and a bank of examples, which they could use or adapt as they preferred.
• Contrary to expectations, the teaching approaches represented a substantial change from usual practice, and some teachers felt that they could have benefitted from more guidance.
• Teachers and pupils were generally receptive to greater use of explicit grammar teaching in Key Stag 3, which may help support transition into English lessons at secondary school.
• The guidance and examples for all three approaches are available in the Appendices of the report, available at the end of this page.