Much of the debate surrounding the use of contexts for pupils' writing focuses on the need for purpose, relevance and a sense of audience outwith the immediate classroom environment. This article seeks to explore whether there is any evidence to suggest that the use of enterprise in education may have a greater beneficial effect on the quality of pupils' functional writing than other types of contexts in the primary school. The author reports on the assessment data emerging from a small, exploratory case study of 50 pupils, and the interview data emerging from a wider sample of 130 pupils and their teachers. Although the findings are tentative, the emerging data suggest that some short-term benefits may emerge from enterprise contexts for some children, but that other strategies may result in as much, if not more, benefit to others.
- pupil attainment
- functional writing