Creating an effective learning environment, post COVID-19

Janet Goodall, Associate Professor, Swansea University, UK  When I was asked to write the editorial for this issue of the Chartered College of Teaching’s journal, I was flattered and very happy to do so, having been an advocate and supporter of the Chartered College since its earliest days. And the topic, of creating effective learning […]

In it for the long haul: Building trusting relationships with parents

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 […]

‘I did it!’: Valuing resilience in the Early Years

Verity Downing, Early Years Practitioner and Doctoral researcher, UK Practicing resilience is an ongoing and ever-changing life project, yet, by the time students leave the Early Years Foundation Stage (EYFS) and progress to Key Stage 1, it is expected that they will be ‘confident to try new activities and show independence, resilience and perseverance’ (Early […]

Why does professional learning matter in the early years sector?

Why does professional learning matter in the early years sector? Following the launch of the Chartered College’s Early Childhood Hub, we will be joined by early years experts to discuss the potential impact of professional learning on early years education and development.  There will be an opportunity to share your questions and hear more about […]

The Early Career Framework Handbook: 2nd Edition

25% off for members! Teaching is a career-long journey of professional learning and development. The Chartered College of Teaching is on hand to help you every step of the way. This handbook guides you through all aspects of the Early Career Framework (ECF), supporting you through the full two-year programme. It is both useful and […]

Decolonising and diversifying the curriculum in Early Years settings: A case study

This case study is part of a series of short online learning courses on decolonising and diversifying the curriculum. Chartered College of Teaching members can access this learning for free. This is a case study from Module 4, ‘Approaches to decolonising and diversifying the curriculum’, of a series of 6 online courses. The module includes a variety […]

#ECSeries: Getting the Best Out of Boys (under 5) with Trefor Lloyd

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Getting the Best Out of Boys (under 5) Gender differences have usually been put down to brain size; the different speed of development; testosterone, and other biological differences. However, recent neuroscience findings have questioned many of these old theory assumptions and offer an alternative way of looking at the issues and the implications on day-to-day […]

How are schools adopting pedagogies of play in Key Stage 1? Findings from research into practices of play at the transition and beyond

Polly Crowther, Co-Founder, Early Insights; Evidence Lead in Education, East London Research School; Teacher, UK Victoria Blake, Development Lead, Teach First, UK Rebecca Webster, Senior Lecturer and Primary School Teacher, UK We know that ‘Play is one of the most important ways in which young children gain essential knowledge and skills’ (UNICEF, 2018, p. 7), […]

Smarter by nature: Does research suggest that young brains can be nurtured by nature? If so, why hasn’t this influenced school curriculum and pedagogy?

GEMMA GOLDENBERG, PHD RESEARCHER, UEL, UK; RESEARCH AND LEARNING SPECIALIST, CHARTERED COLLEGE OF TEACHING, UK My first teaching job was at an inner-city primary school with a tarmac playground on the rooftop because there wasn’t enough space at ground level. Despite the lack of nature on site, it felt counterintuitive to persuade children to sit […]

Integrating the local context into the curriculum to support students with the transition from ‘Understanding the World’ in the EYFS to history in Key Stage 1

Verity Downing, Early Years Practitioner and Doctoral Researcher, UK Stuart Boydell, Key Stage 1 Teacher, Chartered History Teacher and Historical Association Primary Committee member, UK The 2021 academic year saw the new ‘Development matters’ (DfE, 2021) come into force. In light of this, teachers were encouraged to consider how they create a bespoke Early Years […]

Tackling disadvantage: Embedding change within Early Years settings, through high quality professional development and sharing of knowledge through a cascade framework

LYN CHALLENDER, EDUCATION DEVELOPMENT TRUST, UK Early Years interventions for less advantaged children are hugely important for promoting children’s success later in their education and into adulthood, and the role that Early Years practitioners play is critical. The Early Years Professional Development Programme (EYPDP) is a two-year initiative, funded by the Department for Education (DfE) […]

ACE – Key concepts for thinking critically about educational claims

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What and how should we teach young people? There are lots of claims about what is and isn’t effective, many of which you will have come across. For example, there are claims that extending the school day improves pupils’ learning, increases attendance, and adds to teacher stress. How can you know which of these claims […]