Any pupil who has been ‘exposed to a language at home that is known or believed to be other than English’ falls into the DfE’s definition of having English as an additional language (EAL). EAL learners are an extremely diverse group, encompassing the full range of English language proficiency, from new to English to fluent. […]
Identify opportunities and advice for you to best showcase yourself in an online interview Understand how to demonstrate your competence as a teacher without teaching in front of a class To share potential sources for interview prep and how to impress headteachers and ‘land’ the role for you For teachers at the early stage of […]
This case study was written by Michelle Mangal, The Black Curriculum. As you read this case study, reflect on how some of the principles might be applied to your own school’s curriculum. ‘Decolonisation can be conceptualised as a mental process of changing beliefs and thought processes, rejecting a dominant belief of how the world […]
This case study was written by Matt Shurlock, a primary school teacher. As you read this case study, reflect on how the teacher has been working with colleagues and meeting pupils’ needs. Take some time to think about what the teacher does, how they do it, what they might do differently and how this might […]
The opportunity may arise for you to explore some of the resources on this site with a colleague, perhaps a mentor, leader or fellow teacher. Rich dialogue and learning can result from doing this so we’d recommend it wherever possible. If you’re unable to meet in person then you may like to explore the use […]
This case study was written by Beth Stewart, a secondary school English teacher. As you read this case study, reflect on how the teacher has carefully considered grouping in their classes. Take some time to think about what the teacher does, how they do it, what they might do differently and how this might influence […]
This case study was written by Beth Budden, a primary school teacher. As you read this case study, reflect on how the teacher has carefully considered grouping in their classes. Take some time to think about what the teacher does, how they do it, what they might do differently and how this might influence your […]
As expert learners, the stages that we take in solving a problem or performing a skill are not always thought consciously. To support pupils, we need to make these stages explicit and demonstrate how expert learners engage in an ongoing cycle of planning, monitoring and evaluating. Barak Rosenshine (2010) suggests that pupils ‘need cognitive support […]
In this case study, Bethany Stewart describes what effective professional learning has meant for her as an NQT. As you’re reading this case study, consider how Bethany’s experience compares to your own. You may like to identify what changes you might make to your engagement with professional learning as a result. Why do I […]
This case study was written by Elizabeth Mountstevens, a secondary science teacher. As you read this case study, consider how the teacher uses a variety of modelling approaches in her lessons and the reasons she uses each. Take some time to reflect on what the teacher does, how they do it, what they might do […]
This piece was written by Anmol Pervez, a science teacher at MEA Central. As you read this case study, consider how the teacher uses this technique in their classroom. Take some time to reflect on what the teacher does, how they do it, what they might do differently and how this might influence your own […]
This case study was written by Matthew Shurlock, a primary school teacher. As you read this case study, reflect on how the teacher considers pitch and depth in their questioning of pupils. Take some time to think about what the teacher does, how they do it, what they might do differently and how this might […]
This case study is written by Matthew Shurlock, a primary school teacher. As you read this case study, reflect on how the teacher uses various approaches to support pupils’ learning. Take some time to think about what the teacher does, how they do it, what they might do differently and how this might influence your […]
In this article science teacher, Adam Boxer, and the Chartered College of Teaching’s Director of Education and Research, Cat Scutt, explore why providing models and worked examples is important, and how technology might play a role in supporting these. One of Rosenshine’s ‘Principles of instruction’ (2012) is that ‘Providing students with models and worked […]
This case study is written by Adam Boxer, a secondary science teacher and Head of Department. As you read this case study, reflect on how the teacher uses various approaches to make feedback effective. Take some time to think about what the teacher does, how they do it, what they might do differently and how […]
In this article, Hannah Tyreman, Head of Online Learning and Community at the Chartered College of Teaching, explores teacher expertise. New teachers are faced with an overwhelming amount of new information and experiences from day one in a school: colleagues’ advice, new knowledge, acronyms, processes, systems, teaching approaches and pupils. Decisions are made as […]
This case study was written by Matthew Benyohai, Head of Physics at a secondary school. As you read this case study, reflect on how the teacher considers the validity and reliability of their assessment approaches. Take some time to think about what the teacher does, how they do it, what they might do differently and […]
In this article, Cat Scutt, Director of Education and Research at the Chartered College of Teaching, summarises the development of the government’s Early Career Framework for teachers in their first two years of teaching. The Early Career Framework (ECF) was first proposed in the DfE’s 2018 consultation on strengthening QTS and improving career progression, the […]
In this case study, Katy Chedzey, former Deputy Headteacher in a primary school and now Head of Teaching, Learning and Assessment at the Chartered College of Teaching, explores an approach to making marking manageable in the primary classroom. As you read this case study, reflect on how fading feedback might be used to ease marking […]
This case study is written by Amy Forrester, a secondary school teacher and a Director of Pastoral Care. As you read this case study, reflect on how the teacher uses various marking approaches to ease their workload. Take some time to think about what the teacher does, how they do it, what they might do […]
