Understanding

What impacts can developments in literacy teaching have on teaching and learning in history?

Aim: To investigate the impact of literacy initiatives on teaching and learning in history. How successful have new methods to support extended writing been in raising the quality of work in history? How is reading approached in history? Achievement; History; Literacy/English; Secondary; Understanding

Developing Learning Strategies in Writing French at Key Stage 4

The overall aim of the research was to develop specific strategies to support pupils in their written French work at KS4. This was addressed through exploration of the following research questions: What attitudes do pupils have towards writing in French? Does training in strategies to support their writing help develop pupil confidence? Is the success of this training dependent on ability? and Does increased independence at KS4 lead to greater uptake and retention at KS5?"

Transition and beyond

Aim: The aims of this project were to create a smoother transition across key stages for teachers, pupils and parents, to improve collaboration across key stage transition and to develop teachers knowledge and understanding of each others curriculum/routines/events/lessons.

Multiple intelligences (MI) in the classroom: An evaluation of the effectiveness of an 'MI approach' through the teaching and learning of History

Aim: The aims of the project were: 1. To establish, from a review of the literature, an MI approach to teaching and learning. 2. To evaluate the effectiveness of using an MI approach in the classroom on pupils learning. 3. To compare the relative impact of three different MI strategies.

Do children have similar models of understanding for seeing, hearing and smelling?

Aim: Many curricula include information about seeing, hearing and smelling, and an appreciation of these senses is related to an understanding of the behaviour of light, sound and gases. The National Curriculum for England requires sound to be taught in Year 5 and seeing to be taught in Year 6. It states that pupils should be taught that vibrations from sound sources require a medium through which to travel to the ear and that we see things only when light from them enters the eye.