Page 2

Table of Contents Introduction

2


Findings

4


5


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?

22


How can writing frames/rubrics be used to improve KS3 students‘ abilities to self-assess their literacy skills?

24


How do different approaches to structuring group work activities affect student resilience and progress in 


mathematical problem solving?

28


31


To what extent do lower ability students achieve their target grade(s) with the implementation of sustained 


intervention strategies?

Which styles of teaching and activities results in higher levels of participation amongst the ‘silent middle‘ Y8s?

34


How to teach British Values in an objective way to students in PSHE and curriculum subjects.

36


To explore how a range of differentiation strategies impact on students in low ability year 7 classes.

37


39


41


47


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 


neutral worksheets?

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?

52


56


58


60


64


66


67


68


70


74


75


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 


GCSE questions?

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 


homework tasks?

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


literacy tasks?

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?


 


1

Profile for SVCLessonStudy

Illumination: An Enlightened Enquiry  

Illumination: An Enlightened Enquiry  

Advertisement