THE EXPERIENCE OF THE UK AND FINLAND IN DEVELOPING WRITING SKILLS IN PRIMARY GRADES

This scientific article analyzes effective methodologies for developing writing skills in primary grades, drawing on the Cambridge Primary experience. The study examines Cambridge's process-based approach, genre pedagogy, and task-based learning strategies. It explores how these methods foster independent and creative writing abilities in young learners. The article provides a detailed analysis of effective classroom practices, instructional strategies, and assessment techniques aligned with the Cambridge framework. It also discusses the integration of these methodologies within diverse national educational contexts. The research highlights the importance of creating a supportive writing environment, explicit instruction in transcription skills, and the use of formative assessment to guide student progress.