Enquiry Overview: Investigating the Impact of Alan Peat Sentences on Sentence Variety in Fictional Writing at Progression Step 3
A comprehensive enquiry was undertaken to evaluate and enhance teaching and learning practices, with a specific focus on the influence of Alan Peat sentence structures on the diversity of sentence construction in fictional writing among Progression Step 3 pupils. This enquiry integrated multiple evidence-gathering strategies to ensure a robust understanding of pupil progress, linguistic development, and pedagogical effectiveness.
1. Book Look Analysis
A detailed review of pupils’ fictional writing from the previous academic year was conducted, with particular attention to sentence structure and variety. The analysis revealed patterns in pupil writing, highlighting the extent to which Alan Peat sentence types—such as "2A sentences," "BOYS sentences," and "The more..., the more..." constructions—were being used. This reflective process enabled teachers to identify individual starting points and tailor instruction to promote syntactic diversity and creativity in writing.
2. Classroom Observations
Regular observations focused on how Alan Peat sentence strategies were embedded into daily teaching and how pupils applied them in their independent writing. Observers noted not only academic engagement but also the confidence and enthusiasm pupils displayed when experimenting with new sentence forms. These insights informed the development of responsive teaching strategies that support both linguistic growth and emotional wellbeing.
3. Pupil Voice
Pupil feedback was central to the enquiry. Learners were invited to share their experiences with Alan Peat sentence structures, discussing which types they found most engaging and how these influenced their writing. Many pupils expressed that using structured sentence types helped them feel more confident and creative, suggesting a positive correlation between explicit sentence instruction and writing fluency.
4. Marking and Feedback
Systematic marking practices were used to monitor the integration and effectiveness of Alan Peat sentence types in pupil writing. Constructive feedback focused on encouraging sentence variety and reinforcing the use of targeted structures. Regular book looks complemented this process, allowing for ongoing evaluation and timely pedagogical adjustments.
Conclusion
This enquiry adopted a multifaceted approach—integrating book looks, classroom observations, pupil voice, and marking—to explore the impact of Alan Peat sentence strategies on fictional writing. The findings suggest that structured sentence instruction enhances syntactic variety, supports pupil confidence, and contributes to richer, more engaging writing. These outcomes align with the principles of effective enquiry within Welsh education and provide a strong foundation for continued innovation in literacy teaching at Progression Step 3.