RQT Research Enquiries

In October, teachers supported through the RQT ‘Enquiry Fellowship’ programme presented their findings and thoughts following conclusion of a research enquiry undertaken in their school. The year long programme uses a model of action research and design thinking that applies and securely embeds academic research within the practices and pedagogies of classroom teachers.

The areas of enquiry for 2018-19 included:

  • Developing oracy through verbal teacher feedback – is this effective?
  • Can raising HPA (high prior attaining) students’ aspirations raise their attainment?
  • Can positive affirmation positively impact on pupil outcomes and progress?
  • How can we use intervention time most effectively to positively impact progress of middle ability boys in English
  • Making the most effective use of data: using data that is already being collected – what do we know?
  • What is more important an HPA title or a more motivated mindset? looking at two different approaches – in Film and Media and English
  • Focussing on disengaged Y9 boys and how to get them back into languages

The RQTs will present their findings to their SLTs this term. We wish them well taking their learnings back into school and with colleagues.

Continual professional enquiry is an important element of how staff are encouraged to express their own passion and vocation to help young people. We aim for RSA schools to be places where innovation and professional development will be led by research-based practice. We also want our schools to be places where teachers enjoy professional autonomy, encourage creativity within the classroom and are empowered to innovate.

Here is the programme for 2019-20.

With huge thanks to Greg Klerkx for his support to this programme. 

Related project: RSA Academies’ Teaching School Alliance