We use cookies on this site to enhance your user experience

By clicking any link on this page you are giving your consent for us to set cookies.

CPD

Is there truly a shirt of happiness or not? Developing thinking through a Community of Enquiry approach.

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.

Enabling enhanced Mathematics teaching with interacive whiteboards

Aims of the Project: To develop a PD tool that focuses on using interactive whiteboard technology effectively to enhance mathematics teaching To inform and extend previous research into the effective use of interactive technologies in Mathematics classrooms Two key questions focused the discussion and research during the project: What makes an effective resource that stimulates learning when using an interactive whiteboard? How can teachers develop their skills so they can create/use resources of this nature?"

The enquiring school: Using action research to enhance Key Stage 1 pupils' speaking and listening

Aim: This project was essentially about what it is that supports a school to become research-engaged. There were two dimensions to this investigation: (i) The aim of the specific research activity at school level was: To investigate the impact of rhyme and rhythm on the development of speaking and listening skills in Key Stage 1 (ii) Beyond the specific research at school level, the overarching aim was: To investigate the features of research engagement in the school which were significant in supporting and enabling the research activity.

How inclusive are our classrooms?

Aim: Following a recent review of inclusion in the Special Needs Unit at our school, we felt it was appropriate to evaluate aspects of our existing strategies for inclusion. We wanted to discover more about pupils perceptions of their own learning, and their attitudes towards the classroom learning environment and identify features of current practice that supported the effective inclusion of pupils with special educational needs.