Purvi Gandhi, Head of Psychology, Trent College, UK Deb Outhwaite, Director, Derbyshire Teaching Schools Alliance (DTSA), UK Introduction The science of learning provides valuable insights into information processing and retention, yet applying this knowledge to classroom practice remains a challenge. Understanding how students learn can help teachers to improve practice and empower students to enhance […]
George Davies-Craine, Dr Challoner’s Grammar School, UK Marking and feedback is a contentious and debated issue in education. In many cases, it is a high-workload process with a low impact, often leading to students not understanding concepts better nor producing higher-quality work. The reasons for this are twofold: firstly, there is often a time gap […]
JAYNE LAVELLE, ITT, UNIVERSITY OF WARWICK, UK There are many ways in which a student’s learning can be maximised and, as this paper will address, feedback can be seen as the most powerful aspect of teaching and learning. However, despite this, why is feedback so powerful and why is it variable? According to Hattie and […]
Dr Robin Bevan FCCT, Headteacher, Southend High School for Boys, UK The choice of classroom activities Curriculum design tends, rightly, to focus on determining a coherent developmental sequencing of content with an associated progression in knowledge, understanding and skills (e.g. Wiliam, 2013). Teachers, however, still tend to find themselves with a relatively free choice regarding […]
Annie-Jane Finch-Johnson, Teacher of Physical Education, Harrow International School Appi A brand-new school, where you get to be part of a founding department and start your own curriculum from scratch – sounds idyllic, doesn’t it? Over this past year, the reality of this has at times been as idyllically sounding as you may think; nevertheless, […]
HANNA BEECH, REGIONAL LEAD PRACTITIONER, THE KEMNAL ACADEMIES TRUST, UK We know that thinking is an internal process. As a result, we cannot be certain that students’ thoughts are directly related to our teaching. We aim to provide the most relevant content in the most explicit and engaging way, and we hope that this leads […]
Katie Jump, Associate Lecturer in ITE, National Institute of Teaching and Education (NITE), UK When observing an expert teacher, the modes of effective classroom dialogue (word choice, prosody, proxemics and kinesics – described by Norris (2004) as embodied methods) can be interwoven in such a complex way that they would be impossible for a novice […]
Kathleen McBride, Learning Design Lead, Voice 21, UK Introduction During the transition from primary to secondary school, there is a significant increase in the quantity and complexity of vocabulary that students encounter at school (Deignan et al., 2022). This is also a time of social and emotional upheaval, as they learn to navigate unfamiliar environments […]
Angela Schofield, Programme Development Lead, Excelsior Multi-Academy Trust, UK When considering the wealth of research around the complexities of narrowing the disadvantage gap, the fundamental importance of oracy to the many suggested strategies is clear. Whether the focus is on early reading, relationships, metacognition and self-regulation or language development and comprehension, oracy underpins the work. […]
Dr James Ingham, National Institute for Teaching and Education, Coventry University, UK The sense of hearing is truly remarkable. Developing as early as 16 weeks in utero, babies can recognise and respond to voices by 25 weeks. Playing music during pregnancy has been shown to positively impact babies’ brain development (Fox, 2000). As it develops, […]
Carl Luke, Chris Counihan, David Nichol, Sophie Meller, Kirstin Mulholland, William Gray, Arlene Anderson, Deborah Herridge, Northumbria University, UK Diana Karikis, Rowan Sanderson, Elisa Collard, Ryan Hill, students and pedagogic consultants, Northumbria University, UK Teacher preparedness and EAL Over the last decade, the percentage of pupils in state-funded primary schools whose first language is known […]
NIKKI SULLIVAN, DEPUTY HEADTEACHER, BECKFOOT SCHOOL, UK CLAIRE SMITH, DEPUTY SENDCO, BECKFOOT SCHOOL, UK Introduction The number of teaching assistants (TAs) in schools has risen sharply since 2000 (Sharples et al., 2018), and continues to rise (GOV.UK, 2023). Initially, this rise was associated with the determination to address teacher workload. However, the role of TAs […]
DR ROLAND MARDEN, SENIOR RESEARCH MANAGER, NATIONAL FOUNDATION FOR EDUCATIONAL RESEARCH, UK PIPPA LORD, RESEARCH DIRECTOR, NATIONAL FOUNDATION FOR EDUCATIONAL RESEARCH, UK Set up in 2020, in response to the disruption experienced during the COVID-19 pandemic, the National Tutoring Programme (NTP) aimed to help disadvantaged children in England catch up on learning affected by partial […]
MARK LESWELL, RESEARCH LEAD, SWALE ACADEMIES TRUST, UK Introduction In light of considerable investment in continuing professional development (CPD), it is crucial for school leaders to understand the characteristics of effective PD that contribute to improved teaching and learning (Hill et al., 2013) and the mechanisms that increase the likelihood of effective professional development (Sims […]
PATRICK MCDONALD, CURRICULUM LEAD, WESTERHOPE PRIMARY SCHOOL, UK WILLIAM GRAY, DEPUTY HEADTEACHER, WESTERHOPE PRIMARY SCHOOL, UK Introduction Cognitive science has clear implications for classroom practice (EEF,2021a), and research shows that teachers’ professional development (PD) can positively impact pupil outcomes (Cordingley et al., 2015; Rauch and Coe, 2019; Sancar et al., 2021). Drawing on evidence from […]
HANNAH MCMANUS, SENDCO, WESTERHOPE PRIMARY SCHOOL, UK WILLIAM GRAY, DEPUTY HEADTEACHER WESTERHOPE PRIMARY SCHOOL, UK Introduction It is undeniable that high-quality teaching is crucial in order for all pupils to make progress (Cullen et al., 2020), supplemented with carefully selected, small-group and one-to-one targeted interventions (EEF, 2020b). In our primary school context, following the impact […]
SUE SING, RESEARCH FELLOW, UCL FACULTY OF EDUCATION AND SOCIETY, UK BAS AARTS, PROFESSOR OF ENGLISH LIGUISTICS, DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE, UCL, UK Background and policy context In 2013, the UK government introduced the National Curriculum, which contains detailed specifications for the teaching of English grammar in primary schools (DfE, 2013). However, it […]
Tara Stewart, Senior Lead Practitioner, Queen Ethelburga’s Collegiate, UK Background During the academic year 2021/22, a group of staff at Queen Ethelburga’s Collegiate (QE) each read a copy of The Revision Revolution by Howell and McGill (2022). Like many schools, QE was coming out of the other side of the pandemic, where predicted grades, remote […]
Helen Bradford-Keegan, Foundation Head of Educational Research and Innovation, Bolton School Foundation, UK David Teasdale, Director of Learning Development, Bolton School Boys’ Division, UK How can we create opportunities for teachers to master evidence-based pedagogy in a busy term-time environment? This study focuses on the first stages of a process for the development of pedagogy […]
Cara Carey, Development Lead, Teach First, UK We are in the fortunate position of having a huge wealth of research around elements of great teaching. There are new books about teaching constantly being released, which is very exciting. This, however, means that it can be hard to keep track of current advice and filter the […]
