Rethinking Curriculum: Oracy toolkit

What is oracy? Oracy refers to the development and practice of speaking and listening skills. It emphasises the ability to communicate effectively, articulate thoughts, and engage in meaningful discussions. A focus on oracy aims to cultivate students’ confidence in verbal expression, active listening, and the ability to construct and convey coherent arguments. It plays a […]

Webinar: Oracy in primary schools

What is the purpose of this webinar? This webinar is part of a series around curriculum enrichment in primary schools as part of the extensive Rethinking Curriculum project. This series aims to support and equip both teachers and school leaders with the knowledge and skills to identify, plan and implement curriculum development work in a […]

Oracy: Selected reading

This is a collection of research articles, case studies, webinars and other relevant resources to further develop your understanding of oracy. We have ensured that these are open access or available to members of The Chartered College of Teaching.  The resources collated here will not provide a recipe for what you should do. Some of […]

Oracy Education in Primary Settings: Voice 21 Case Studies

Voice 21 have kindly provided two case studies from schools they have been working with to implement an oracy focussed curriculum.  These have been working with the Voice 21 resources specifically but many of the challenges and implementation methods can be universally seen in schools who have focussed upon oracy. Thanks go to Voice 21 […]

Oracy as a way of communicating the curriculum

Hydeh Fayaz, Acting Deputy Headteacher at St Matthew’s Primary School Oracy, ‘learning how to talk and learning through talk’, enables our pupils in Nechells, Birmingham, to flourish. In a world where a critical eye is necessary, a sense of self among young people is vital and a voice to advocate is powerful, oracy is one […]

Webinar: Experiential learning in primary schools

What is the purpose of this webinar? This webinar is part of a series around curriculum enrichment in primary schools as part of the extensive Rethinking Curriculum project. This series aims to support and equip both teachers and school leaders with the knowledge and skills to identify, plan and implement curriculum development work in a […]

Experiential Learning at Wyborne Primary School

James Seargant, Headteacher at Wyborne Primary School in South East London Our commitment to experiential learning lies at the core of our curriculum. In simple terms, experiential learning can be defined as ‘challenge and experience followed by reflection, leading to learning and growth’ (AEE, 2024). At Wyborne, a diverse community primary school in South East […]

Experiential learning for children aged 4-14

The Helen Hamlyn Centre for Pedagogy carried out a Rapid Research Review at the beginning of the Rethinking Curriculum project. This outlines various findings around experiential learning in primary schools and what should be considered in this approach. We draw on this comprehensive research review to provide a summary of the approach, along with potential […]

Rethinking Curriculum: Experiential learning toolkit

Experiential learning The term ‘experiential learning’ is often used to refer to ‘learning by doing’ or learning from experience. Historically, much theory and research in this area has tended to relate to adult learning, and typically considers the nature of learning that often happens in the workplace, where adults learn ‘on the job’, acquiring new […]

Experiential learning: Selected reading

This is a collection of research articles, case studies, webinars and other relevant resources to further develop your understanding of experiential learning. We have ensured that these are open access or available to members of The Chartered College of Teaching.  The resources collated here will not provide a recipe for what you should do. Some […]

Study of Authoritative School Climate policies to reduce absenteeism and exclusion

This study aims to explore the content of school behaviour policies and the effect that they have on attendance and exclusions among secondary school students. The Education Endowment Foundation (EEF) and the Youth Endowment Fund (YEF) have funded the National Centre for Social Research (NatCen) to work collaboratively with a small team from University College London on a study evaluating how […]

Neurodiversity in Education Week: A Call for Panelists and Interviewees

Neurodiversity in Education is in the process of organising a pivotal online event, Neurodiversity in Education Week, slated for the end of September. Our vision is to create a platform that highlights the significance of neurodiversity in the educational landscape, both in the classroom and within the broader workforce. To achieve a rich and varied […]

Less can be more: Rethinking the use of time in schools

This research summary was produced as part of a project funded by The Comino Foundation.   Original research article Connolly V (2023) Less Can Be More: Rethinking The Use Of Time In Schools. The Buckingham Journal of Education 4(1): 73–92.   Introduction Policymakers and researchers have repeatedly disregarded teachers’ calls for increased non-contact time, or […]

Play and creativity in secondary schools

This research review was produced as part of a project funded by The Comino Foundation.   According to the Centre for Research on Play in Education, Development, and Learning (PEDAL) at the University of Cambridge, most students beyond early childhood age do not currently have the opportunity to learn playfully in school. However, evidence suggests […]

Supporting non-specialist teachers: The importance of professional identity

This research review was produced as part of a project funded by The Comino Foundation.   In many countries including England, Australia and Germany, the secondary school curriculum has traditionally been carved up into subjects delineated by their knowledge, modes of inquiry and discursive practices. In turn, this has implications for the notion of ‘subject […]

Teachers as curriculum designers

This research review was produced as part of a project funded by The Comino Foundation.   In Europe, teachers are increasingly expected to take an active role in curriculum design (de Almeida and Viana, 2023), being variously positioned as curriculum developers at the macro, meso and micro-levels. The officially prescribed core or intended curriculum sits […]

The transition from primary to secondary school: Recommendations from research

This research review was produced as part of a project funded by The Comino Foundation.   The transition from primary to secondary school is often regarded as one of the most challenging periods in students’ educational careers (Zeedyk et al. 2003) and can be a particularly difficult and stressful period for some students (Kwarikunda et […]

Become a Chartered College of Teaching Research Champion

Become a Chartered College of Teaching Research Champion   Overview Are you passionate about advancing education through evidence-informed practices? Elevate your impact by becoming a Chartered College of Teaching Research Champion. This crucial role positions you as a liaison between the Chartered College of Teaching and your school, fostering a culture of evidence-informed practice and […]

Teaching Philosophy Statements: What are they and how do I write one?

Lewis A Baker, Faculty of Engineering and Physical Sciences, University of Surrey, UK Introduction The purpose of this article is to justify the engagement in developing a teaching philosophy statement and to scaffold the writing process. For those already familiar with such documents, this article will argue for the value of revisiting a teaching philosophy […]

CCT Research Champions Toolkit

Toolkit: Getting started as a CCT Research Champion This toolkit is presented as a bitesize CPD unit, incorporating key reading, video content and accompanying tools and resources to support you in getting started as a Chartered College of Teaching Research Champion. It should take approximately one hour to complete.  This has been designed to support […]