Dr Jennifer Chung, University College London, UK Introduction Education in Finland has received worldwide attention since the release of the first Programme for International Student Assessment (PISA) scores in 2001. Research into the reasons behind Finland’s high outcomes in PISA has uncovered the high quality of teachers and rigorous teacher education in the country. Despite […]
CHARLOTTE PRESCOTT, DEPUTY HEADTEACHER, RAVENS WOOD SCHOOL, UK Context of programme Ravens Wood School is an all-boys secondary mainstream comprehensive school with a mixed sixth form, and one of seven schools (four secondary and three primary) within the Impact multi-academy trust. Returning to classroom teaching following the COVID-19 pandemic presented new challenges and led to […]
Dr Camila Devis-Rozental, Principal Academic, Bournemouth University, UK Introduction Teachers’ professional knowledge is an important aspect of effective practice. Indeed, teachers who are experts in their subjects and those who have an in-depth understanding of pedagogical strategies, behaviour management and students’ needs are likely to have better outcomes (Barendsen and Henze, 2017). For this reason, […]
Hayley James, School of Educational Sciences, Bangor University, UK Background It has been over three years since school-age students across the world were forced to access lessons remotely or through blended learning approaches due to the coronavirus pandemic (United Nations, 2020). Evidence suggests that adapting to this way of working may have had sub-optimal effects […]
PAUL DAVIES, RICHARD TILLETT, SUSANNAH ABBOTT, KATIE SHAPIRO AND REBECCA STEWART, QUEEN’S COLLEGE, LONDON, UK Introduction The necessity for students to be educated in resilience is not new (Masten et al., 1990) but it is needed now more than ever. Young people live in a complex world, with daily pressures including the need to perform […]
ALLAN PALTZER, TEACHER OF HISTORY & POLITICS, QEH BRISTOL, UK As a history teacher, modelling is a routine part of my lessons. I had always assumed that this was a good thing. Through my teacher training and subsequent in-school CPD, modelling had consistently been presented as a vital component of an effective instructional sequence. On […]
PHIL KIRKMAN, ASSOCIATE PROFESSOR, ANGLIA RUSKIN UNIVERSITY, UK DEB CAWS, SENIOR LECTURER, ANGLIA RUSKIN UNIVERSITY, UK CHRIS CHILDS, ASSISTANT PRINCIPAL, LONG ROAD SIXTH FORM COLLEGE, UK SIMON COLEBROOKE, TEACHER, LONG ROAD SIXTH FORM COLLEGE, UK MEGAN ISSOTT, TEACHER, LONG ROAD SIXTH FORM COLLEGE, UK JOHN PARKIN, SENIOR LECTURER, ANGLIA RUSKIN UNIVERSITY, UK ZOE THORN, TEACHER, […]
KAREN BOARDMAN, HEAD OF DEPARTMENT OF EARLY YEARS EDUCATION, EDGE HILL UNIVERSITY, UK CHARLOTTE HINDLEY, SENIOR LEADERSHIP TEAM, PLATT BRIDGE COMMUNITY SCHOOL, UK SILVIA CONT, DEPARTMENT OF EARLY YEARS EDUCATION, EDGE HILL UNIVERSITY, UK Introduction The challenges faced by Early Years settings in supporting children’s communication, language and literacy (CLL) development and attainment towards the […]
SUZANNE SARJEANT, HEADTEACHER, PENCOED PRIMARY SCHOOL, UK; CURRENTLY SECONDED TO WELSH GOVERNMENT DAVID EGAN, CARDIFF SCHOOL OF EDUCATION AND SOCIAL POLICY, CARDIFF METROPOLITAN UNIVERSITY, UK Despite ongoing attempts to improve equity in education in Wales, the gap in attainment between children living in poverty and their peers has remained broadly the same for more than […]
Harriet Ratty, Partnerships Support Coordinator, ImpactEd, UK The percentage of students persistently missing school in the 2021/22 academic year was considerably higher than pre-pandemic in 2018/19, at 22.5 per cent compared to 10.9 per cent (DfE, 2023). These numbers have since risen. At ImpactEd, we support schools to measure the impact of their initiatives so […]
Dr Luke Donnelly, Head of Year, Pinner High School, UK Through no fault of their own, looked after children often face additional challenges as they move through childhood and adolescence, both in and out of school. To support this, government policy outlines the statutory responsibilities of various provisions, including the ‘designated teacher for looked after […]
Lisa-Maria Müller, Chartered College of Teaching, UK The latest Children’s Commissioner’s report on children’s mental health indicates that one in five children are unhappy with their mental health, and for girls this rate is even higher (Children’s Commissioner, 2023). NHS data indicates that 18 per cent of children aged 7-16 and 26 per cent of […]
Gemma Hargraves, Assistant Head (Pastoral) at King Edward VI High School for Girls at the time of writing, now Deputy Head (Safeguarding, Inclusion and Wellbeing) at The Crypt School, Gloucester The work of Doug Lemov continues to positively impact teaching and learning in classrooms both sides of the Atlantic, but more recently his Reconnect book […]
Sarah Dowey, PhD researcher, University of York and Principle Development Lead – English Mastery, Ark Curriculum Plus, UK Introduction Since John Flavell’s pioneering research into metacognition and its potential value in helping students learn and understand more efficiently (Flavell, 1979a), there has been an increasing number of studies researching the impact of metacognition and of […]
David Leat, Professor of Curriculum Innovation, Newcastle University, UK Introduction Teachers are curriculum makers. Whatever is mandated in National Curriculum documents or signalled in the Ofsted inspection framework, there is still a long step from the ink on the page to the classroom. However, policy developments over the last 30 plus years have not necessarily […]
Ngozi Oguledo, Lead Practitioner, Ortu Gable Hall School, UK What is curriculum? The term ‘curriculum’ has been derived from the Latin word currere, which means to run a course (Pinar, 2012). Considering curriculum in this way suggests that it will consist of an aim, a pathway taken to achieve the aim, and steps to ascertain […]
Victoria Cook, Education and Research Project Specialist, Chartered College of Teaching, UK Dominic Wyse, Professor of Early Childhood and Primary Education, UCL Institute of Education, UK Questions concerning curriculum design and implementation have been high on the educational research and policy agenda internationally over the past decade (Manyukhina and Wyse, 2019). Curriculum design must take […]
REBEKAH GEAR, LECTURER IN PRIMARY EDUCATION, NOTTINGHAM TRENT UNIVERSITY, UK REBECCA HURLEY, PRINCIPAL AND CURRICULUM STRATEGIC LEAD, DIVERSE ACADEMIES TRUST, UK PROFESSOR MICK WATERS, EDUCATION ADVISOR AND AUTHOR, UK; PREVIOUS DIRECTOR OF CURRICULUM, QUALIFICATIONS AND CURRICULUM AUTHORITY, UK Curriculum innovation provides the tools to enable the needs of individual school communities to be met, supporting […]
DOUGLAS FAIRFIELD, EDUCATION ADVISER, EDUCATION DEVELOPMENT TRUST, UK LAURA FOX, SENIOR EDUCATION ADVISER, EDUCATION DEVELOPMENT TRUST, UK Since the start of the COVID-19 pandemic in 2020, a decade of progress towards closing the education disadvantage gap in the UK has, for all intents and purposes, been eradicated, with the disparity in progress at Key Stage […]
JON BISHOP, HEADTEACHER, ROBERT BAKEWELL PRIMARY SCHOOL, UK MARK HIBBERT, DEPUTY HEADTEACHER, ROBERT BAKEWELL PRIMARY SCHOOL, UK KATIE DIXON, PHASE LEADER, ROBERT BAKEWELL PRIMARY SCHOOL, UK Following a research-backed process of school improvement over several years at Robert Bakewell Primary School, we felt it timely to share our approach: our hurdles, challenges and successes. Throughout […]
