The Effectiveness of Teachers' Use of Non-literal Language in the Classroom
Aim: To raise teachers awareness of their use of non-literal language such as simile, metaphor and idiom, and to develop their ability to ensure pupils understanding of it.
The Evidence People
Transition and beyond: Moving forward together
Aim: The aims of this project were to explore issues about KS1 to KS2 transition, to develop a more integrated approach to transition and to create greater consistency among staff in the Key Stages of each side of transition in relation to judgements about pupils attainment at the end of Key Stage 1.
Using Thinking Tools to enhance childrens ability to think and improve national test results
Aim: To discover the extent to which selected thinking tools could enhance childrens ability to think from a viewpoint other than their own and thus help improve their optional Year 4 reading and writing national test scores.
Identifying the attributes of effective Initial Teacher Training (ITT) mentors
Aim: To identify the attributes, qualities and behaviours of highly effective mentors, to identify training implications for mentors and to compare a School Centred Initial Teacher Training (SCITT) based course with a university based course (as part of a Sports College consortium project).
Moving towards a more innovative and creative curriculum
Aim: To develop a more creative curriculum in foundation subjects and Science across Key Stage 1 and 2, to create a more personalised curriculum incorporating key life skills that could transfer into life long learning skills and to improve the use of the local area and increase out of classroom learning experiences.
History Mysteries: History, Literacy and ICT at Key Stages 1 and 2
Aim: The aim of this project was to investigate whether effective reading by children and enactment of the stories would improve and sustain childrens writing and their learning of history.This action research project involved a mixed ability Year 4 class of 28 children. The research was in two phases. In the second phase, the year 4 children worked with all the children in year 2. The class teacher, who was the history coordinator, was supported by a teaching assistant and other staff in the school. Parents joined in with some of the activities.
Using role-play to improve nursery children's language
Aim: To find the best ways of using role-play to improve nursery childrens language.
Promoting students' spiritual, moral, social and cultural development through specific teaching and learning strategies across the curriculum
Aim: To identify teaching and learning strategies within the whole curriculum which promote the spiritual, moral, social and cultural development of pupils.
Implementing the 'Letters and Sounds programme' in the primary school
Aim: Engagement with research to raise attainment in Literacy across the school using a programme based on the recommendations of the Rose Review into the teaching of early Literacy.
An Examination into the Effectiveness of Different Reading Strategies at Key Stage 3
Aim: To investigate the teaching of reading in a secondary school by changing the practice of daily silent reading to paired support reading.