Camtree Digital Library (Univ. of Cambridge)
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601 research outputs found
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A critical investigation, using approaches drawn from case study research, into how Year 13 students’ understanding about language variation is developed through the study of accents and dialects in Britain
No full textThis paper investigates how a group of Year 13 A Level English Language students’ understanding about language variation is developed throughtheir study of accents and dialects in Britain. Research has suggested that students find the A Level to be new, different and even unusual. By allowing students to draw on and develop from their own pre-existing knowledge to learn about and apply new linguistic terminology and ideas through a sequence of three lessons, students showed an increased awareness of the topic - within the wider subject of English Language
Teaching resources: A case study investigating year 9 pupils’ opinions and that of their teacher with regard to teaching resources in art
No full textThis research study explores the use of different teaching resources in an Art classroom, investigating which resources are found the most beneficial by pupils across a series of lessons. A qualitative research methodology was implemented for this study and included students and a teacher. The key findings indicate pupils prefer more visually engaging and interactive presentations during a lesson and those pupils still find an in-class demonstration or teacher exemplar the most helpful form of teaching resource. Pupils find books the least helpful form of teaching resource. It was identified that pupils want more tablet based learning and downloadable presentations for their tablets before, during and after lesson
Curriculum Development at Torriano Primary School
No full textAim:
The purpose of this initiative at Torriano Primary School was to develop a curriculum rooted in the school's ethos, and to raise pupil achievement holistically, incorporating children's rights, cultural, and educational aspects.
Methods:
The participants include teachers, pupils, parents, cultural organisations, and the Camden Cultural Commissioning Project. They collaborate to create a quality, disciplined, creative curriculum that develops values and skills. Methods used include incorporating global learning and the UNCRC into the curriculum, providing varied creative expressions of learning, involving pupils in designing and organizing activities, and collaborating with subject coordinators, parents, and cultural organizations.
Findings:
The main findings are that the school's disciplined, innovative approach to the curriculum has resulted in quality outcomes in speaking, writing, thinking and interaction with adults, and has had a positive impact beyond the school in terms of the UNICEF RRSA programme and the Global Learning Project.
Implications:
The findings suggest that the school's approach has had a positive impact on pupil learning and teaching/leadership, resulting in improved speaking, writing, thinking and interaction skills, as well as increased motivation and self-confidence
KS3 New Arrivals Induction Programme
No full textAim:
The KS3 New Arrivals Induction Programme aimed to ensure that every student develops the English language skills and key concepts required to succeed in all subjects across the curriculum.
Methods:
The participants of the KS3 New Arrivals Induction Programme are students who have recently arrived in the UK and are new to the English language. They come from diverse backgrounds and have varying levels of English proficiency. The induction programme uses a rolling curriculum to teach key skills, concepts and vocabulary specific to the school. Students are assessed for English language skills, observed in lessons and materials are collaboratively developed. Parents receive records of achievement and the school celebrates success in an assembly.
Findings:
The induction programme has had a positive impact on pupil learning and teaching, with students making visible progress, feeling more integrated into school life, and mainstream teachers being better equipped to provide structured and achievable tasks.
Implications:
The findings suggest that the induction programme has had a positive impact on pupil learning and teaching. It has raised the profile of Inclusion as a whole-school responsibility
EYFS – Maintaining Ofsted Outstanding
Get PDFAim:
The main aim of this development work was to maintain an outstanding Ofsted grade, increase the percentage of children attaining "good" at the end of EYFS, and increase the percentage of children making better than expected progress from Nursery to Reception.
Methods:
The participants are 26 full-time children in Nursery, 30 children in Reception, a class teacher, a Nursery Nurse, a Teaching Assistant, and a mid-day meals supervisor. We foster a positive attitude in our learners, create a rich and stimulating learning environment, plan for different paces of learning, use high quality texts to introduce topics, and model behaviours and attitudes to learning.
Findings:
The main findings are that the EYFS maintained an outstanding Ofsted grade, with children making at least good and often outstanding progress from their starting points. Staff are skilled in moving children's progress on at a fast pace and creating a rich and stimulating learning experience.
Implications:
The findings suggest that by providing a stimulating learning environment, engaging activities, and effective communication between staff, children can make rapid progress and become confident, independent learners. This leads to a smoother transition from home to school and better preparation for Year 1
Music in the Curriculum
Get PDFAim:
The main aim was to integrate music into the curriculum of every year group, engage children with their song, and reinforce learning across the curriculum through music-making.
Methods:
The participants were every child from Reception to Year Six, their class teachers, and professional local musicians. The school used a school-led approach to integrate music into the curriculum, providing CPD for staff and involving everyone in music-making. Professional local musicians taught the children songs and helped them develop new lyrics to express their learning. The project culminated in a performance at the end of the term.
Findings: The main findings were that music was successfully integrated into the curriculum of every year group, class teachers built on their confidence in teaching music, and children engaged with, enjoyed and developed their song, reinforcing learning across the curriculum.
Implications: The findings suggest that integrating music into the curriculum can help children retain their learning, engage with and enjoy their learning, and reinforce their musical skills and appreciation. It also provides an opportunity for teachers to build their confidence in teaching music
A critical investigation, using approaches drawn from case-study research, into how dramatic techniques and the use of media might enhance Year 10 students’ understanding of character in Steinbeck’s 'Of Mice and Men'
No full textThis investigation examines how dramatic techniques and the use of media might enhance a class of Year 10 students’ understanding of character in ‘Of Mice and Men’. It explores ways in which to facilitate these students’ understanding of literature that they may otherwise find inaccessible. Ilearnt that it is useful to combine students’ preferences for particular teaching styles with other activities that may yield the best results from them. Furthermore, from this research, I suggest that using a combination of activities, both drama and media centred, to support students’ learning is important as one single activity will not suit all students at the same time. I would argue that the activities used complement one another by constantly reinforcing students’ understanding as well as engendering empathy with the characters in the novel
Leadership and Management – from good to outstanding
Get PDFAim:
The main aim was to improve the school's Leadership and Management grade from good to outstanding, and to raise the quality of teaching and pupils' attainment and progress.
Methods:
The participants included the whole school, governors, senior leadership team, and staff. They were involved in skills audits, training programmes, reformatting meetings and minutes, communication with parents, CPD, and performance management. Methods used included restructuring the leadership team, reforming HT report, reforming Governing Body meetings and minutes, reforming PM process, governor training, CPD for SLT, and observations and modelling of good practice.
Findings:
The leadership and management development work led to an improved quality of teaching, and raised pupils' attainment and progress.
Implications:
The findings suggest that restructuring the leadership team, reforming the HT report, and providing governor training and CPD for staff have had a positive impact on teaching and learning, leading to improved attainment and progress for pupils. It also lead to an Ofsted judgement of 'outstanding'
School sports collaborative – inclusive sports festival
No full textAim:
The purpose of the initiative was to create an inclusive sports festival for whole classes of primary school children, to enhance their sports skills and attitude in competition, and to increase their engagement and enjoyment.
Methods:
The participants were 700 children from 8 primary schools, accompanied by their teachers and supported by Y8 sports leaders from UCL Academy. The methods used included providing model lessons for each year group, using the facilities at UCLA, and involving Y8 sports leaders to referee and coach teams. The festivals provided competition through inclusion, with no trophy.
Findings:
The festivals provided an inclusive competitive environment for over 700 children, with great engagement and enjoyment. The children developed a strong relationship with their Y8 sports leader and the school now has a Dodgeball Club.
Implications:
The findings suggest that the collaborative sports festival was successful in engaging children, enhancing their sports skills and attitudes in competition. It also led to the development of a Dodgeball Club in the school, demonstrating the lasting impact of the festival
Multimedia Advocacy
Get PDFAims:
The purpose of the initiative was to improve pastoral planning and give ownership of the process to individuals and families by using multimedia person-centred plans to capture the voice, skills, aspirations and needs of the individual.
Methods:
Participants included two school champions, pupils, parents/carers, teachers, and professionals, all working together to create multimedia person-centred plans to improve attendance, engagement, and outcomes. The methods used were two school 'champions' undertaking a 12 week training programme and leading group sessions with young people, and using online Wiki Sites to create multimedia Person-Centred Plans.
Findings:
The main findings are that using online Wiki Sites to create multimedia Person-Centred Plans has improved attendance, engagement from multi-agency teams, and pupil achievement. It has also built IT skills and self-confidence, created more effective support networks, and improved opportunities for aspiring, learning and achieving.
Implications:
The findings suggest that using multimedia advocacy can improve attendance, engagement, and achievement of SMART targets, as well as build IT skills and self-confidence. It also creates a more effective support network focused on improving outcomes