Alex Beauchamp, Assistant Headteacher and Lead Practitioner, Hunter’s Bar Junior School, UK; CPD Expert Adviser, Teacher Development Trust, UK Stories provide a powerful tool for creating meaning in our lives and contexts and, consequently, organising information in our long-term memories. The reason why stories are so effective is that we are predisposed to being ‘swept […]
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 […]
DIANE SWIFT, DIRECTOR, KEELE AND NORTH STAFFORDSHIRE TEACHER EDUCATION, UK RICHARD POUNTNEY, PRINCIPAL LECTURER, SHEFFIELD INSTITUTE OF EDUCATION RESEARCH AND KNOWLEDGE EXCHANGE, SHEFFIELD HALLAM UNIVERSITY, UK The publication of Michael Young’s ‘Bringing Knowledge Back In’ (2007) has reignited debates about the role of knowledge in curriculum design. The term ‘powerful knowledge’ has gained currency. Teachers […]
Kerry Hill FCCT, Headteacher, Eyres Monsell Primary School, UK Francis Lee, Deputy Headteacher, Eyres Monsell Primary School, UK Gamification theory is becoming increasingly used to support learning and teaching, centred around increasing students’ motivation and engagement by incorporating features of game design within the classroom and educational environment. Research defines gamification as the process of […]
JAMES BUTTERWORTH, HEAD OF SCHOOL, ST IVES SCHOOL, UK In every school up and down the country at around 12 o’clock, students will go to lunch. It is a time for students to eat, let off steam, play and develop key social, emotional and cognitive skills, all of which are even more crucial in a […]
Note: The Collins Education Consultancy provides chargeable services to schools The starting point for our work on curriculum continuity is an understanding of the learning journey that students undertake in Harlesden. This endeavour initially identified significant gaps, repetition and inconsistencies across the phases. The lack of coherence between primary and secondary schools has been a […]
Rebekah Gear, Hillocks Primary Academy, Sutton-in-Ashfield, UK The Teaching for Mastery ‘Five Big Ideas’ encompass the pedagogical reform underpinning the primary maths curriculum, implemented across English primary settings in 2014 (Boylan et al., 2019; NCEMT, 2017). It was brought about to improve mathematical achievement for all, heavily influenced by best practices in Shanghai and Singapore (Blausten et al., 2020). […]
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 […]
Joe Jackson-Taylor, Deputy Headteacher, Avonwood Primary School, UK Delivering the mathematics curriculum has never been so vital. Research shows that pupils are, on average, about three months in progress deficit (in maths) due to the disruptions of the pandemic (EEF, 2021; Carr, 2021). Deciding which areas of the curriculum to prioritise requires accurate diagnostic assessment, […]
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 Vision Trust is a trust in the heart of Greater Manchester serving 1,118 pupils and their families. The demographic intake and context of each school is very different across the Trust. Twenty-eight per cent of children receive free school meals and 25 per cent have English as an additional language (EAL). The trust’s core […]
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 […]
This case study was written up following an interview with Mrs Usher. Context Lawford CoE Primary School is a primary school in Essex, UK. In the academic year 2019-2020, the school had 4.3 per cent of students with EAL, 2.4 per cent of students who were eligible for pupil premium funding and 2.4 per cent […]
Context The British International School in the Netherlands. The school is a private, non-profit organisation serving the international community, with 450 pupils on roll. Most of our families have most of the school fees paid for by their employers; a small percentage of our families meet that fee cost independently. A significant majority of our […]
Context Junior School Vlaskamp is one campus of the British School in the Netherlands, an international school with a diverse student body of more than 80 nationalities and 450 pupils on roll. The school is both inclusive and non-selective. All instruction is given in English and we can offer the best of the English education […]
As educators reflect on the challenges and lessons learnt from the Covid-19 pandemic, Rachel Crowdy shares how ASSET Education collaborated with ImpactEd to better understand the impact of distance learning on their pupils’ metacognitive skills, self-regulation and independent learning behaviours. ASSET Education is a trust of fourteen primary schools in Suffolk, catering for over […]
