Aim: To consider whether a Community of Enquiry approach would improve the ability of Y5 and 6 pupils to discuss issues arising from texts by asking relevant questions. Individual teachers were keen to:
Develop written responses to comprehension texts; or
Improve the quality of questioning and discussion.
Aim: The aim of this doctoral project (with Sussex University) was to improve the mathematical performance of an inner city primary school by developing the subject knowledge, pedagogical skills and the curriculum content knowledge of its teachers.
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).
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.
Aim: The aims of this project were twofold;
Ensure teachers in an 11-16 school understand the transition to AS Level from students perspectives in order to support the process and reduce drop out rates ; and
Develop students from an 11-16 secondary settings understanding of skills, attitude and level of independence required for success at AS Level study.
Aim: To examine the effectiveness of the teacher "learning support assistant" (LSA) role in assisting pupils with special educational needs to access an appropriately differentiated mainstream curriculum.
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.