Aim: To examine childrens responses to a number of practical problem-solving tasks, how they explain their decisions, and how they use diagrams (with symbols) to record the process.

Aim: To establish whether fluent handwriting can be a factor in raising achievement.

Aim: to identify how teachers can improve the narrative writing skills of Year 3 pupils for whom English is an additional language (EAL pupils).

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?"

Aim: Over a period of several years, we set out to transform the ethos of our school. Our hypothesis was that this could raise pupils aspirations and attainment. Adopting a range of strategies, we looked to change the attitudes of staff and pupils towards learning and the learning environment. Our sense was that there was no reason why schools have to feel 'schooly' with no toilet paper and graffiti. We aimed to create a school where we knew students by name and where adults routinely had conversations with youngsters.

Aim: The project had three quite distinct aims: 1) To identify from existing research literature what is known about gender differences in learning mathematics at secondary school - no attempt was made to establish any new insights; 2) To elicit, through interviews, the perceptions that a group of mathematics teachers had concerning the impact of gender on learning mathematics; and 3) To use the contrasts and similarities between the findings of the research and the outcomes of the interviews, as astimulus for the development of classroom teaching.

Aim: The aims of our project were to improve the overall standard of speaking and listening in the classroom, enabling the children to share their ideas. We particularly wanted to improve their listening skills, to encourage the children to listen carefully to others. Our third aim was to improve on the childrens abilities to engage in conversation and be able to comment and extend on other children's ideas.

Aim: This study investigated the application of solution-focused methods to the area of school improvement. Solution-focused practice involves establishing what a preferred future might be and identifying ways in which this is already happening.

Aim: Improve transition for students from Key Stage 2 into Key Stage 3. Help to develop transferable skills and competencies such as literacy, numeracy and ICT in the Key Stage 3 curriculum. Embed Learning to Learn and Emotional Intelligence into the curriculum. Create engagement in independent learning through an innovative & engaging curriculum for students in the 21st century. Extend and challenge the most able and engage those with the potential to become disaffected in KS3, creating a resilience in learning that will become habitual and transferable. Embed ICT throughout the curriculu

Aim: To improve pupil engagement with learning and reduce the extent of low-level disruption in lessons, to develop pupils understanding of national curriculum levels through the use of peer assessment and to enhance their ability to set targets and to use peer-assessed assessment for learning activities as a means of delivering content.