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Children’s language, literacy and literature

This event brings together speakers and delegates who are passionate about stimulating children’s excitement about literature and their learning of language and literacy, working towards positive change in the curriculum. This event will feature internationally renowned key note speakers and workshop leaders presenting the latest research and exemplary education practice. Speakers Professor Li Wei – Director and Dean, UCL […]

Teachers: The forgotten health workforce

Original article by: Lowry C, Leonard-Kane R, Gibbs B et al. (2022) Teachers: the forgotten health workforce. Journal of the Royal Society of Medicine 115(4): 133–137.    Introduction Amidst rising rates of mental illness among children, this commentary highlights the role of teachers as the forgotten health workforce. According to the Mental Health of Children and […]

From the editor

David Leat, Professor of Curriculum Innovation, Newcastle University, UK   Introduction Teachers are curriculum makers. Whatever is mandated in National Curriculum documents or signalled in the Ofsted inspection framework, there is still a long step from the ink on the page to the classroom. However, policy developments over the last 30 plus years have not […]

Supporting pupil mental health around bereavement and loss

Catherine Hitchcock, Deputy Head (Pastoral) and DSL, UK The setting is a 4-11 co-educational independent Prep School in South West London and this case study outlines the school’s approach to supporting pupil mental health around bereavement and loss. School priority The school has prioritised the support of bereavement and loss as an area to develop […]

Children’s early artistic learning: What do we need to know? What do we need to do?

Dr Emese Hall, Senior Lecturer in Art Education, University of Exeter, UK Introduction Children’s early artistic learning can be very interesting, but the term ‘development’ can be misleading as it might be seen to assume an unfolding of something that is bound to occur, and over which the individual has little control. For example, we […]

Reflections of parent relationships as partners in the Early Years: A person-centred approach

Amanda Norman University of Winchester, UK Relationships between parents and practitioners working in early education and care (EEC) settings Working in partnership with parents and carers is central to the Early Years Foundation Stage statutory framework (DfE, 2021a) and is one of the seven key features of effective practice in ‘Development Matters’ (DfE, 2021b). Collaboration […]

Helping children in the Early Years to improve their communication: The impact of an eight-month programme of professional development

Fliss James, Deputy Director, East London Research School, UK Julian Grenier, Director, East London Research School, UK Melissa Prendergast, Deputy Director, East London Research School, UK As practitioners working with children throughout the COVID-19 pandemic, we are keenly aware of the legacy of difficulties from lockdowns. In keeping with the recently published findings of the […]

How a Higher Education Early Years teacher-training course constructed a wellbeing culture that influences the practice of the tutors and students

Deborah Brown, Lecturer in Primary and Early Years Education, University of Sussex, UK The values and experience that I bring into this research perspective are from mixed experiences of teaching in nursery, school and higher education (HE) environments. More recently, I have used the experience and expertise that I have within the zero-to-five age range […]

Supporting students to develop literacy skills

Introduction This themed collection is designed for teaching assistants on the theme of developing literacy skills. A themed collection brings together a range of useful resources on a specific topic to support practitioners deepen their knowledge in this area and shape their own professional learning. These collections can also be used to inform collegues’ professional […]

The role of EAL departments in refugee education

This research review is part of an online module on refugee education – Chartered College of Teaching members can access this learning for free. Introduction English as an additional language (EAL) support is central to ensuring that refugee and asylum-seeking children remain and thrive in education. In addition to supporting their English language and thus […]

Refugee Education

This module focuses on approaches to supporting refugee students in schools. Learn more about this module This online learning module has been developed by the Chartered College of Teaching and funded by the Charity of Sir Richard Whittington (part of the Mercers’ Charitable Foundation). The module is specifically designed for school leaders and focuses on […]

#ECSeries: Why is anti-racist practice important in the early years?

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As part of the #ECSeries, we welcome Liz Pemberton who will discuss  ‘Why is anti-racist practice important in the early years?’ As children are growing and developing it is our job, as early years educators, to help them form a positive sense of themselves and the people in the world around them. If we are […]

#ECSeries – Primary Geography: Embedding fieldwork in practice

#ECSeries – Primary Geography: Embedding fieldwork in practice The Chartered College of Teaching is delighted to have partnered with the Geographical Association to present an online webinar for Primary colleagues. This webinar is part of the #ECSeries and will focus on five keys areas: 1.  What fieldwork enquiry is (and isn’t) and how it has […]

Developing learning through questioning and modelling in early childhood education

  This video shows a practitioner supporting young children’s learning at Essa Primary School in Bolton. As you watch the video, notice how the practitioner shapes the interaction to develop the pupils’ learning. Specifically: Focus on how the practitioner uses questioning and modelling to recall and embed the pupil’s understanding of the topic and key […]

Developing mathematical graphics in the Early Years

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 […]