Effective use of data and evidence-based decision making
The teachers at the school were enthusiastic and were willing to find ways of addressing students’ learning needs on writing and grammar. Multiple data, for example, students’ work, reflection forms and assessment data, should be used to help teachers get a full picture of students’ needs. Teachers could see improvement in students’ writing and grammar usage through using the task-based approach, self and peer assessment and giving feedback. Students’ improvement shown is the best evidence for making changes to the curriculum and teaching strategies.

Conclusion
Students were eager to write long texts in response to the writing tasks. They were able to make and organise ideas. They also had a role in assessing their language application and usage in the learning process. They learned to be more confident and independent in the writing process. These qualities will help them build a firm language foundation, which is a pre-requisite for success at secondary school.