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), […]
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 […]
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 […]
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) […]
In this video, Gemma Goldenberg provides a guide to navigating a research paper.
In this video, Gemma Goldenberg and Sam Sims discuss their tips for honing your search to locate the most useful research.
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 […]
Researchers from UCL Institute of Education, Sheffield Hallam University and Durham University have developed a set of self-assessment tools to help teachers and schools to evaluate their levels of research engagement. These are designed as practical tools to encourage teachers and school leaders to consider their engagement with research evidence, and the areas you may […]
Researchers from UCL Institute of Education, Sheffield Hallam University and Durham University have developed a set of self-assessment tools to help teachers and schools to evaluate their levels of research engagement. These are designed as practical tools to encourage teachers and school leaders to consider their engagement with research evidence, and the areas you may […]
Context Ryders Hayes is a two-form entry primary school with students aged two to eleven, from pre-school to Year 6. The school has 472 students on roll and is located in the Midlands, UK. Eighteen per cent of students are currently eligible for Pupil Premium funding. The school is predominantly a white-British school with about […]
Context St Nicholas Church of England Primary School and Nursery is situated on the edge of some ancient woodland in central Hertfordshire in the new town of Stevenage. The school has 220 pupils on roll spread across the seven parishes, most of whom come from the immediate catchment area, which is a relatively poor socio-economic […]
Context Ludwick is a large (200 place), maintained nursery school in Welwyn Garden City, Hertfordshire. It is situated in the Peartree ward, which is an area of social and economic disadvantage. The school has a high number (20%) of children with special educational needs and disabilities (SEND) and a high number of children eligible for […]
During 2020-2021 schools experienced considerable challenges to teaching due to the COVID-19 pandemic which affected all aspects of teaching and learning. Understanding science became especially important and for children this begins in the first stages of education. This document considers the data that have emerged from our 2021 research together with data from our previous […]
How can schools help children and young people with ADHD to achieve their potential? We have produced this resource booklet for SENDCOs, ALNCOs, Additional Support Coordinators and members of Leaderships teams in schools and colleges with responsibility for special educational needs and inclusion. I’m sure that you are all very experienced in working with children […]
Effective instruction |Expert teacher |Memory |Metacognition Bookmark(0) Share on facebook Share on twitter Share on linkedin In 2012, Barack Rosenshine published the Principles of Instruction: a set of 10 research-based principles of instruction, along with suggestions for classroom practice. The principles come from three sources: (a) research in cognitive science (b) research on master teachers, and […]
Cremin T, Burnard P, Craft A (2006) Pedagogy and possibility thinking in the early years. International Journal of Thinking Skills and Creativity 1(2): 108–119. Introduction It is important that children and young adults learn how to think creatively and innovatively. But what does creative thinking look like and how do you teach it? This exploratory […]
In this video Marian Adejokun, founder of ReachOut2All, talks about the importance of the early years, specifically the impact of good early years education.
Chartered College of Teaching ¬∑ What makes the biggest difference to a child’s success in early learning? What makes the biggest difference to a child’s success in early learning? This is a key question, especially now that we are in the middle of the COVID-19 crisis and children’s early education is being disrupted. It’s […]
In 2012, Barack Rosenshine published the Principles of Instruction: a set of 10 research-based principles of instruction, along with suggestions for classroom practice. The principles come from three sources: (a) research in cognitive science, (b) research on master teachers, and (c) research on cognitive supports. The 10 Principles of Instruction are as follows: Principle 1: […]
Learning something new is a challenging process; it requires the learner to take risks, make mistakes, often fail before succeeding and requires persistence and empathy. In an attempt to move towards a more learning centred system, where mistakes are celebrated and learnt from and challenge is the norm, we began to develop “growing our brains” […]
