Table of Contents Introduction
How does a student’s view of their own intelligence / ability aﬀect their overall academic achievement?
How can self-regulated learning enable Y11 students (entering SVC on a 4b) to make 4 levels of progress?
How can writing frames/rubrics be used to improve KS3 students‘ abilities to self-assess their literacy skills?
How do diﬀerent approaches to structuring group work activities aﬀect student resilience and progress in
mathematical problem solving?
To what extent do lower ability students achieve their target grade(s) with the implementation of sustained
Which styles of teaching and activities results in higher levels of participation amongst the ‘silent middle‘ Y8s?
How to teach British Values in an objective way to students in PSHE and curriculum subjects.
To explore how a range of diﬀerentiation strategies impact on students in low ability year 7 classes.
To what extent does the use of music technology allow more-able students to make as much progress
as other students?
To what extent can the gender gap within year 7 Design & Technology be addressed by creating gender
To what extent does improving the engagement of practicals (in Science) and theory (in PE) increase the
achievement of lower ability/less motivated students?
To what extent does improving student growth mind-set improve the achievement and engagement of lower
ability maths and FLT students?
How can we develop eﬀective strategies to improve mathematical skill for year 11 students in the lower
attainment band so that they have more confidence and are better able to answer numerical
To what extent does explicitly teaching problem solving skills to high ability Year 9 students improve
students‘ abilities to answer AO3 questions?
Does the integration of more ICT based solutions result in better engagement within lessons and on
To what extent does oﬀering out-of-lesson opportunities to reach higher levels increase the progress of
high-ability students make in Design & Technology?
How to change the mind set of student’s written response to exam questions from factual statements
to analytical and evaluative responses.
Does breaking questions into sub-questions improve the attainment of low ability year 10s in 6 mark
To what extent does modeling and scaﬀolding raise the attainment of underachieving most-able
students in English Language?
To what extent does varying strategies for grouping students in 7A have upon their achievement,
Resilience and perceptions of themselves as learners?
To what extent does explicitly teaching problem solving skills to low ability year 9 students improve
Students‘ abilities to answer AO3 questions?
To what extent does independent learning and research increase achievement of higher ability
students in KS3?