Jim Rogers, Education Specialist, www.jimrogerstraining.com; Partner, The Nordic Schools, UK Julia Hill, Teacher of Art and Photography, The Castle School Taunton, UK Introduction In both the Teachers’ Standards (DfE, 2011) and the new Early Career Framework (DfE, 2021), building positive relationships of mutual trust and respect are defined as expectations of teachers. But to what […]
Emily Rankin, Deputy Head, Upper School and Teaching and Learning, The English College in Prague, Czechia ‘Learning walks’, also referred to as ‘walkthroughs’ in some countries, have long been held by school leaders as a way to gauge instructional practice and ensure that school initiatives are being implemented (Rouleau and Corner, 2020). Many school communities, […]
Patrick Lanigan, Deputy Headteacher, St John Southworth Enterprise and Research Alliance, UK Introduction This article explores an action research study conducted at two London boys’ secondary schools into improving parent and student educational engagement. It focuses on one aspect of the original study relating to improving discourse, by re-engineering parent–teacher meetings to be more inclusive […]
Chartered College of Teaching are delighted to offer members an opportunity to participate in a live discussion with Ofqual and to pre-submit any questions. Ofqual is the regulator of qualifications, examinations and assessments in England. Please join us together with Julie Swan (Executive Director for General Qualifications) and Richard Garrett (Director of Policy and Strategic […]
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 […]
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 […]
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 3 of a series of 6 online courses where participants address the question, why decolonise and diversify the curriculum? […]
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 […]
Nienke Nieveen, Associate Professor and Director, Teacher Education Programmes, University of Twente, The Netherlands As a teacher educator and curriculum designer, a great deal of my work orientations are in teacher professional learning in relation to curriculum (re)design in schools. Over the years, I have contributed to many curriculum change efforts in various layers within […]
Lewis A Baker, Faculty of Engineering and Physical Science, University of Surrey, UK Distributed practice, a learning strategy that can inform curriculum design, deliberately spaces out opportunities for memory storage and retrieval of taught information to develop deep, robust and long-term learning for students (Dunlosky et al., 2013). Massed practice (better known to students as […]
Adam Stubbs, Teacher of Science and Maths; Evidence Leader in Education, Park View School, UK Designing a curriculum forces decisions to be made about the importance and value of different ideas while structuring their progression over time. As subject experts, teachers are well placed to plan, structure and sequence the curriculum. However, the subject expertise […]
Fabio Di Salvo, Science Department, Nexus International School Singapore, Singapore When deciding on the order in which to teach a physics curriculum, it is important to consider both the sequencing of content knowledge and the sequencing of mathematical skills. This article examines how our regular departmental discussions have allowed us to consider ways of optimising […]
How we learn It’s been more than 100 years since Edward Thorndike published his book Educational Psychology (1913), establishing the foundations of the science with that name. A few years earlier, his master, William James, had described a model with two types of memory: primary and secondary. According to this model, the primary memory consisted […]
Robbie Campbell, Sheffield Hallam University, UK The problem with ‘active’ ‘Active science’ is a term in wide usage. For example, a quick search on the web shows the term to be used in curriculum programmes in the US (activatelearning.com); in a series of textbooks by reputable publishers, such as Hodder Education and Pearson; and commonly […]
Anna Wicking, Assistant Head (Professional Development) and Biology Teacher, The Manchester Grammar School, UK Issued to make remote education easier for both students and teachers, one-to-one devices have rapidly changed the nature and scope of the work set in many of the lessons and homework tasks assigned in our school. Homework (defined by the EEF […]
ANDREW COVENTON, ASSISTANT HEAD OF SIXTH FORM, DOVER GRAMMAR SCHOOL FOR GIRLS, UK Can a curriculum be truly ‘broad’ and ‘coherent’ if opportunities are missed to forge insightful inter-disciplinary connections between subjects? Mary Myatt (2018, p. 128) suggests that ‘cross-curricular planning has had a bad rap in recent years’. Cross-curricular initiatives have often failed due […]
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 […]
Meena Wood, International Education Consultant, trainer and author, UK Reflecting on the values and the purpose of curriculum is at the heart of educational practice. Education must enable young people to acquire powerful knowledge, plus gain the lifelong skills that they need to apply that knowledge in a fast-changing world. How may we achieve this? In […]
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 […]
