Hayley James, School of Educational Sciences, Bangor University, UK Background It has been over three years since school-age students across the world were forced to access lessons remotely or through blended learning approaches due to the coronavirus pandemic (United Nations, 2020). Evidence suggests that adapting to this way of working may have had sub-optimal effects […]
In order for educational research to understand and represent a diverse range of experiences from different groups, it is important that educational research practices are inclusionary. Inclusion is an important consideration at every stage of the research process (research design, data collection, analysis and reporting) to ensure that the voices of underrepresented groups in particular […]
Introduction Promoting pupils’ conceptual learning is one overarching goal that teachers might have in order to help pupils understand mathematics in a way that goes beyond just following a technique to reach an answer. The objective to support pupils’ conceptual mathematics learning can be accomplished through evidence-based practice where teachers learn with and from each […]
Introduction ChatGPT, or Chat Generative Pre-Trained Transformer, is a natural language processing (NLP) artificial intelligence (AI) system, a machine-learning system that has been trained on a massive dataset of text from the internet, including books, articles, and websites (Bessette, 2023). As a large language model (LLM), ChatGPT uses machine learning algorithms to analyse this data […]
Introduction The evaluation of information is a key skill associated with modern independent learning. Indeed, it is fundamental to Callison’s (2014, p. 23) principle, distilled from the literature, that ‘analysis skills must dominate student use of the internet’, in particular. Even in the age when most information materials took paper form, source appraisal was invariably […]
Introduction This case study will explore the emerging impact of a shared specialism between a SENCo and SEND link Governor on curriculum improvement at a one-form entry primary school in Kent. Kings Hill Primary School has Special Resource Provision (SRP) for children on the autism spectrum. Like other schools, the setting is currently navigating the […]
JON BISHOP, HEADTEACHER, ROBERT BAKEWELL PRIMARY SCHOOL, UK MARK HIBBERT, DEPUTY HEADTEACHER, ROBERT BAKEWELL PRIMARY SCHOOL, UK KATIE DIXON, PHASE LEADER, ROBERT BAKEWELL PRIMARY SCHOOL, UK Following a research-backed process of school improvement over several years at Robert Bakewell Primary School, we felt it timely to share our approach: our hurdles, challenges and successes. Throughout […]
LISA STEPHENSON AND RACHEL LOFTHOUSE, CARNEGIE SCHOOL OF EDUCATION, LEEDS BECKETT UNIVERSITY, UK Introduction Oral language skills underpin children’s educational success and enhance positive cognitive, social, emotional and life outcomes. However, significant numbers of children struggle to develop competence in speaking and listening, especially children from areas of high economic deprivation (Dobinson and Dockrell, 2021). […]
Sophie Smith-Tong, Teacher and Founder, Mindfulness for Learning, UK At the heart of creating an innovative and effective curriculum is enabling students to feel a sense of belonging and connection. American Psychologist Louis Cozolino states that ‘Children learn best when they feel protected and connected’ (2013, p. 241), so how can educators ensure that children […]
SOPHIE DICKIN AND AMELIE THOMPSON, GIPSY HILL FEDERATION, UK Introduction The proportion of pupils identified as having a special educational need or disability (SEND) has risen from 14.9 per cent in 2019 to 16.6 per cent in 2022 (DfE, 2019, 2022). There is an increased demand for special school places without a corresponding increase in […]
GEORGE DAVIES-CRAINE, SUBJECT LEADER FOR GEOGRAPHY AND DIGITAL LEARNING LEAD, DR CHALLONER’S GRAMMAR SCHOOL, UK Introduction Oracy is a vital aspect of a student’s education and way of learning, covering all verbal communication skills from presenting and questioning to storytelling, negotiating and listening. Teaching students effective oracy, ensuring that they are able to articulate themselves […]
Adam Giblin, Northwood College for Girls, UK Introduction Problem-solving has always been a fundamental aspect of education. In the humanities, the problems with which we deal are often centred on society and justice, with no clear right or wrong solutions – only better or worse ones. Many of the better solutions relate to particular advocacy […]
Beng Huat See, Durham University Evidence Centre for Education, UK Leslie Blanchard, Leadership Development Institute, Louisiana State University, USA Kulwinder Maude, Durham University Evidence Centre for Education, UK David Kryštof, Institute of Lifelong Learning, Mendel University, Czech Republic Christine Callender, University College London, IOE, UK Samantha Wilkes, Leeds Trinity University, UK Introduction One of the […]
This case study is part of a bitesize CPD learning unit on trauma. In this audio clip, we hear from Jules Sanders and Megan Hornsby from School for Inspiring Talents. They discuss how they meet the needs of students who have experienced trauma in their specialist setting. Further reading Burke Harris N (2014) How childhood […]
Young children’s graphical representations are as valuable to mathematical learning as their early mark-making is to their writing development (Carruthers and Worthington, 2011). They support deep-level learning and provide an important foundation for the future. In this article, we explore the development of children’s mathematical graphics in the Early Years, how this can be supported […]
Introduction Before we were out of the woods with the COVID-19 pandemic, we knew that additional support would be needed for the pastoral care, mental health and wellbeing of the children we teach. A whole school approach was needed to triage children and identify their needs, putting support in place at different levels, depending on […]
Chandrika Devarakonda, Associate Professor of Diversity and Inclusion, Faculty of Education and Children’s Services, University of Chester In this video, Chandrika Devarakonda discusses approaches to decolonising and diversifying the curriculum in early childhood education, including: the actions practitioners can take to decolonise and diversify their practice how we can move beyond tokenism the barriers […]
Polly Crowther, Co-Founder, Early Insights, ELE, East London Research School, UK What parents do at home makes a huge difference to children’s progress (EEF, 2021). We know that play is a powerful way for young children to learn, and we know that sometimes parents find play difficult (Gutman and Feinstein, 2008). Research into the barriers […]
Rebecca Curtis, (Associate Dean, Learning Design) and Helena Moore, (Dean, Learning Design) Ambition Institute The important role that professional development and training can play in raising quality in Early Years provision is well reported (Callanan, 2017; Kalitowski, 2016; Mathers and Smees, 2014, OECD, 2012), just as it is for teaching quality (Fletcher-Wood and Zuccollo, 2020; […]
Jean Gross, independent consultant and author, UK Nicola Noble, co-headteacher, Surrey Square Primary School, UK; Trustee, Magic Breakfast, UK Liz Robinson, Co-Director, Big Education, UK; Trustee, National Literacy Trust, UK A large body of research (Castro et al., 2015) has found substantial associations between students’ attainment and the extent of their parents’ engagement with their […]
