The free online journal for teachers, by teachers
Heather Roche, Little Stoke Primary School Project rationale Good communication skills are crucial in the early years. Being able to talk and listen well are critical in helping children learn, make friends and feel confident. Poor language puts children at risk of
Gillian Russell, Coppice Primary School Project rationale As a teacher of year 6, at the start of the year I identified a group of six underachieving boys with high prior attainment (i.e. they were capable of achieving Greater Depth in the KS2
Frances Spivey, Academy at St James Project rationale Reading was highlighted as a particular focus due to our ASP (Analyse School Performance) report which indicates that as a school Reading is a line of enquiry due to falling standards. Therefore, as a
by Emily Bass, Fulbridge Academy Project rationale The purpose of this project was to investigate verbal reasoning as a means of embedding mathematical concepts in year 1 children and to see whether this led to an increase in scoring both in summative
by Ellie Garment, Colonel Frank Seely Academy Project rationale In March 2018, as part of an annual review, four external senior leaders visited our school to look at the quality of teaching and learning. A common observation made by each of the
by Edward Booth, Braunstone Frith Primary School Project rationale I have chosen to carry out an action research project on the impact of exploratory talk to support mathematical reasoning on a group of students in my year 5 class who entered the
by Dave Dodd, Crab Lane Primary Project rationale A significant proportion of the students who come to our school enter without the necessary language and communication skills to fully access the curriculum. We have already begun to raise the profile of high
by Dave Spence, Wilmslow High School Project rationale An analysis of KS4 data revealed that students were underperforming in extended written responses on English literature texts in relation to the national average. In particular, boys were struggling to produce substantive written responses in
by Charlotte Gleeson, Manchester Enterprise Academy Research question To what extent do paired discussion activities, implemented for half a term, improve confidence in oral responses among high ability working class girls? Project Rationale The school that I work at serves a community
by Bev Knuckey, Llanedeyrn Primary School Project rationale Teachers have developed processes in our school to ensure moderated assessment is consistent at each outcome and level. With oracy our priority, attention has been given to its assessment and management – the storing
by Beth Cooper, St Wilfrid’s RC College Project rationale To promote more ambitious teaching and learning experiences for a high prior-attaining Y7 class To maximise outcomes for Y7 students with high KS3 scores To ensure participation and engagement of every student in
by Amy Weerasekera, School 21 Research question To what extent are high expectations for listening, used alongside scaffolds for response, an effective strategy for improving learning through talk? Project rationale I chose to focus on listening as an area of development following
by Alun ReevesRSA Academies Abbey Wood First School & Church Hill Middle School Project rationale Teaching across a pair of schools in Redditch (one a first school and the other a middle school), I work with many students who do not come