Aim: To see how the science curriculum at KS3 could be made more accessible for EAL learners of Pakistani origin and to develop an effective teaching partnership between specialist subject staff and ethnic minority achievement grant funded (EMA) support staff.

Aim: To introduce the INPP daily exercise programme and to assess whether it had an impact upon reading. To train support staff to implement the daily programme. To inform and involve parents in the project.

Aim: The research aimed to find out whether and how oral, interactive approaches to literacy might engage underachieving Year Four and Year Five boys in school literacy learning within the context of whole class teaching.

Aim: How did students with learning differences use assistive technology (AT) to access learning? How can tutors be supported to develop their knowledge regarding AT? How can the use of AT be developed further?

Aim: To investigate strategies for helping KS2 pupils, particularly boys, to overcome barriers to writing. In particular to explore whether: Using drama and storytelling techniques can enable pupils to bridge the gap between what is spoken and what is written; A range of oral communications skills including persuasion, description and narrative can be transferred to the written form through shared and tiered writing sessions; and The existing influence of T.V. and video viewing can promote the transfer visual images into the pupils writing.

Aim: To teach year 7 pupils how to access/retrieve information effectively; To teach pupils strategies to assist them to work co-operatively; To encourage pupils to transfer the skills learnt in other subjects; and To inspire pupils to work creatively.

Aim: The main aims of the project were: To investigate the nature of effective learning-centred leadership and its contribution to the creation of teaching and learning schools; To analyse and describe the practice of learning-centred leadership and its influence upon aspects of the professional practice of others; To explore school leaders understandings of instructional and interpersonal learning-centred leadership; To examine the processes involved in creating learning and teaching schools in which such leadership can be developed, supported and sustained; To investigate and learn from the

Aim: By working collaboratively with other departments and concentrating on the language and processes used in the teaching and learning process, the Knowledge Network aims to enable learners to better apply their mathematics to unfamiliar situations.

Aim: This research project set out to explore a collaborative learning journey towards what may now be recognised as the partnership-based component of personalisation. Specifically it explored the following key questions in relation to the development of partnership-based approaches to the delivery of personalised learning: What has been the impact of the experience of partnership on the leaders' leadership? What has been the impact of the experience of partnership on the teachers' teaching? What has been the impact of the experience of partnership on the students' learning?

Aim: To investigate the significance of formal planning between teacher and teaching assistant prior to or during the support process.