Primary | Centre for the Use of Research & Evidence in Education (CUREE)

An investigation of How Teachers Can Help Children Become Originators and Creators Rather than Passive Users of ICT Systems

Aim: To see whether selected teaching strategies can promote creative work from children using ICT systems for the production of visual imagery.

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.

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.

Improving written vocabulary through paired spelling

Aim: To investigate paired spelling as a means of improving written vocabulary.

Lets work together supporting mathematics subject leaders through clustering

Aim: To provide a supportive network for mathematics subject leaders, to develop approaches to teaching mathematics and to share effective strategies and resources between schools.

Teacher confidence and teaching and learning in data handling

Aim: To examine the effect of teacher confidence on pupil confidence and hence achievement in the teaching and learning of mathematics with particular reference to data handling.

How can Primary Schools Encourage Boys to Develop a More Positive Attitude towards Learning?

Aim: To identify strategies that will improve boys attitudes to learning in primary schools.

Promoting good understanding of number concepts and skills

Aim: To identify which teaching methods are more effective in promoting good understanding of number concepts and skills for pupils to make significant progress in number at Key Stage 2.

Does the development of 'pupil voice' activities enhance young learners' experience of school?

The research aimed to address the following questions: Can the development of pupil voice help move a school from a performance driven culture to a pupil-centred learning culture? Do pupil voice activities enhance teaching and learning? Does the growth of pupil voice activities have a positive or negative impact on staff?

Une question de writing?

Aim: To compare approaches to the teaching of writing and handwriting in England and France.