Key stage 1 | Centre for the Use of Research & Evidence in Education (CUREE)

Can thinking skills offer a framework to support young children's comprehension in literacy?

Aim: The study sought to explore the extent to which young children of 5/6 years of age could be encouraged to articulate their thinking and the way they perceive themselves as learners. In particular the researcher aimed to investigate whether the use of thinking skills strategies within a Year 1 class could improve the childrens comprehension of literacy texts and encourage a wider participation within the class members through speaking and listening.

How might we develop young children's problem skills?

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.

Creative Thinking in a Community of Enquiry

Aim: The aim of this project was to investigate to what extent the thinking skills approach known as the Community of Enquiry could stimulate and support creative thinking in young children.

"Contexts of meaning": Assessing bilingual pupils' comprehension of text

Aim: To investigate how the literacy hour, as interpreted and taught within this school, effectively supports the reading development of beginner bilingual children, and in particular their comprehension of the weekly whole class shared reading text.

Collaboration and speaking and listening in the primary classroom

Aim: To explore methods of enhancing collaboration skills with key stage 1 pupils and to improve speaking and listening skills with pupils.

An investigation into pupils' strategies for mental mathematics

Aim: To raise pupils attainment in mental calculations in mathematics through developing their ability to articulate the strategies they use.

Taking your mind for a walk - Why story time is valuable

Aim: To investigate the impact of hearing high-quality stories on Year 2 childrens writing. In particular to look for literary and other echoes, examine childrens views of story times, compare the impact of stories heard in story times with those studied in Literacy sessions as big books, investigate the presentation and style of different stories to see whether these also had an impact; and examine whether story times helped children develop their vocabulary.

Silence and presence - How adult attitude affects the creativity of children (or how not to inhibit creativity in children)

Aim: The initial aim of the research was to concentrate on childrens creativity outdoors. However, analysis of our original data, as well as our mentors observation that in comparison with other nurseries, we were successful in the way we conducted outdoor activities with children, turned the research on its head. We decided to look at what it was that adults do, that impacts on the quality of childrens learning. Specifically we wanted to explore how adult attitude impacts on childrens creativity and explore our own approach to outdoor education.

History Mysteries: History, Literacy and ICT at Key Stages 1 and 2

Aim: The aim of this project was to investigate whether effective reading by children and enactment of the stories would improve and sustain childrens writing and their learning of history.This action research project involved a mixed ability Year 4 class of 28 children. The research was in two phases. In the second phase, the year 4 children worked with all the children in year 2. The class teacher, who was the history coordinator, was supported by a teaching assistant and other staff in the school. Parents joined in with some of the activities.

Using Thinking Tools to enhance childrens ability to think and improve national test results

Aim: To discover the extent to which selected thinking tools could enhance childrens ability to think from a viewpoint other than their own and thus help improve their optional Year 4 reading and writing national test scores.