The school case studies from year 2 of the project are now available online on the Campaign for Learning's website or by clicking here.

The teachers in the case studies overwhelmingly conclude that Learning to Learn approaches are beneficial for students' learning, in terms of motivation, engagement and attainment. The focus for enquiry across the projects has remained diverse, with consistent interest in aspects of assessment, classroom talk and interaction. Learning to Learn is clearly seen as a complex aim which can be developed using a range different approaches, but one which is difficult to achieve without sustained input

The main themes that emerged this year were:

• Different types of assessment (formative, self and peer) remain an important area of investigation.
• Different aspects of discourse about learning have also been a consistent theme, strategies based on the work of Geoff Hannon and Spencer Kagan.
• By individual innovation, we mean innovation that is not based on a specific model, but has been developed specifically by the school based on their own professional experience and beliefs as well as their knowledge of different published approaches.
• A number of schools have continued to take a broader view of Learning to Learn, perceiving it to be as much about ethos as the development of specific study skills and have therefore investigated a range of Learning to Learn strategies in the classroom, including Accelerated Learning (Alistair Smith) Mind Maps® (Tony Buzan), Brain Gym® (Paul and Gail Dennison) and Multiple Intelligences (Howard Gardner).
• Many schools mentioned that L2L was embedded in their school development plan, but three explicitly looked at how a school policy or ethos based on Learning to Learn could impact on school outcomes.
• St Meriadoc's Infant School, Cornwall, have continued their work involving parents in their children's learning. Leaf Lane Infants, Cheshire has also started exploring this theme, looking at how learning logs can be bridge the home-school divide.
• In Year One, two schools explored Circle Time based on the Jenny Mosley model. In Year Two, Winsford High Street Primary School, Cheshire, was the only school to continue this research expanding their research from Key Stage 1 to the whole school.
• Creativity with the curriculum emerged as a common theme in Year Two, with two schools exploring its impact.
  

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