There is understandably huge concern about the learning that many pupils will have missed whilst unable to attend schools face-to-face due to the COVID-19 outbreak. There is also, rightly, concern about the impact of pupils from a socio-emotional perspective. A number of proposals have been made about how schools (and other organisations) may seek to […]
Professor Dame Alison Peacock in conversation with Amjad Ali of BAMEed, Vivienne Porritt of WomenEd and Rae Snape of #CambsEdFest The ‘staffroom sessions’ are being run by the Chartered College of Teaching and the Foundation for Education Development (FED) as part of the FED National Education Summit. These sessions challenge us all to consider a long-term approach for education. Join […]
Stephen Munday CBE talks to Stephen Betts, CEO of Learn Sheffield and Christine Gilbert CBE Chair of Camden Learning The ‘staffroom sessions’ are being run by the Chartered College of Teaching and the Foundation for Education Development (FED) as part of the FED National Education Summit. These sessions challenge us all to consider a long-term approach for education. Join the […]
A long term plan for developing and supporting the teachers and leaders of tomorrow. Professor Dame Alison Peacock chaired a discussion with Viv Grant, Barnaby Lenon CBE , Dan Morrow and Professor Sam Twiselton OBE. The ‘staffroom sessions’ were run by the Chartered College of Teaching and the Foundation for Education Development (FED) as part of the FED National Education Summit. The sessions challenge […]
According to Singh and Kwhali (2015), the term ‘BAME’, also known as ‘visible minority’, is broadly documented as referring to black, Asian and minority ethnic groups. Generally, the term is used to address the diversity and multiculturality in a group of people in order to identify marginalisation and segregation patterns. An ally is ‘any person […]
In a project funded by the Helen Hamlyn Trust, the Chartered College of Teaching has published a variety of resources for practitioners to support in encouraging creativity and independent remote learning through a non-digital offer. To launch this project, we hosted an online event where we shared information on the resources available, and heard from […]
What’s the idea? In working to foster the imaginations of young readers and writers, primary teachers can seek to motivate children’s engagement in non-digital spaces at home, as well as in online lessons. Through such an offer, educators can support the development of childhood literacy habits and impact on positive reader and writer identities. What […]
What’s the idea? Music in schools before the pandemic made use of a range of digital and online tools for creative music-making. Music can thrive online – streaming, cloud-based tools, digital audio workspaces etc. – but this can add to the sense that young people are screen-bound too often. There are ways to be creative […]
What’s the idea? Research has shown that spending time outdoors has numerous benefits for young people, including supporting mental wellbeing (McCormick, 2017; Gill 2011) and self-regulation (Weeland et al., 2019) as well as aiding physical development. Studies suggest that children enjoy learning outside and that their engagement is better in lessons taught outdoors (Largo-Wight et […]
Find out more about the Early Career Framework at our Q&A webinar taking place April 21st In this exclusive member-only update, we heard from Gareth Conyard and Frances Blurton from the Department for Education who shared an overview of the Early Career Framework and how it will support NQT development going forwards. We also heard […]
Join Fellowship (FCCT) and be recognised and celebrated for your achievements and commitment to the teaching profession Develop your expertise through our Certificate for Evidence-Informed Practice programme Develop as a leader and be recognised for excellent evidence-informed leadership with Chartered Teacher (Leadership) Status In this online event chaired by Professor Dame Alison Peacock (Chief Executive, […]
The author of this article is an Associate at Unlike Minds, an organisation that offers chargeable consultancy services in many fields including education. This paper presents teachers’ self-reported findings about the effects of mindfulness and meditation on student behaviour in three primary schools situated in areas with multiple deprivation indicators. Schools first participated in a […]
Japanese lesson study has become increasingly popular (Seleznyov, 2018) as an approach to teacher professional development in the UK. Translated from the words jugyou (instruction or lesson) and kenkyu (research or study), lesson study involves teachers collaboratively planning a lesson, observing it being taught and then discussing their findings. In line with recent research on […]
Any discussion about behaviour should begin with thinking about our values. What do we mean by ‘good behaviour’? How do we want our children to think about their behaviour in relationship to their learning? To what extent is behaviour in schools about immediate academic gains, and to what extent is it about longer-term considerations? What […]
Appraisals, done well, can be at the heart of moving a school forward. My experience, however, is that they are more often part of a cycle in a busy schedule of activities in the autumn term under ‘performance management’. They are increasingly viewed by staff as generic, linked to whole-school priorities and pupil outcomes. As […]
According to its last annual report, half of all senior leaders in England consult the Education Endowment Foundation’s Teaching and Learning Toolkit to inform decision-making (EEF, 2018a). In just seven years, the Toolkit has become central to – and indeed driven (Coldwell et al., 2017) – evidence-based practice in schools here and overseas. For an […]
We all recognise schools as places of learning for children and young people. However, in schools with strong learning cultures, everyone shares an identity as a learner. When staff speak about the learning dispositions they expect to see in their students, they could hold up a mirror and see the same dispositions in themselves. This […]
The literature on group work indicates pros and cons to its use in the classroom. By looking at mechanisms of group failure and success and then linking these to concrete practices, we highlight some important boundary conditions involving goal difficulty, how goals are set and feedback, which practitioners may find helpful to know about before […]
This is the story of two teachers. Angela and Amber have been teaching for 10 years each. Angela is a 32-year-old primary teacher whose particular specialism has been teaching reading in Years 3 and 4. Amber is a secondary drama teacher, now in her early 50s, who came into teaching after a first career as […]
A longstanding debate in educational and psychological research is the effectiveness of constructivist teaching methods over direct instruction. Although constructivism can take many forms (such as discovery learning, inquiry learning, etc.), one common assumption widely shared in the research community is that learning is constructed by the individuals, who are active sense-makers, rather than being […]
