How cognitive science underpins curriculum design and digital pedagogy in the Church of England’s NPQs
Written by: Jo Lomax and Luke Watkins
8 min read
Jo Lomax, Programme Lead, and Luke Watkins (CTeach), Learning Specialist, Church of England Foundation for Educational Leadership, UK
Context
Reforms to the induction of our newest teachers, through the Early Career Framework (DfE, 2019), and the reformed NPQs (DfE, 2020) for those who aspire to develop expertise in specialist areas and leadership are underpinned by evidence relating to cognitive science and how pupils learn. These changes have been defined by a ‘golden thread’ of high-quality evidence underpinning the support, training and development available through a teacher’s entire career (DfE, 2021). They ‘exemplify a growing consensus that promoting effective professional development (PD) plays a crucial role in improving classroom practice and pupil outcomes’ (EEF, 2021a, p. 4). Alongside this, there is a clear recognition of the importance of teachers understanding and applying the principles of cognitive science in their teaching practice in order to maximise pu
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