A principle-led approach to initial teacher training

Paul Maiden, Curriculum Leader, King Edward VI Sixth Form College What’s the idea? Using guiding metacognitive principles as a basis for planning lessons, rather than topics and subject content, has potential to improve student motivation. This guide offers practical suggestions for embedding metacognition in the classroom, and the benefits which a small-scale study suggested this […]

Shinrin-Yoku: Enhancing mental health and wellbeing

Scott Buckler and Harriet Moore, Holy Trinity School, UK What’s the idea? Shinrin-yoku is translated as ‘forest breathing/bathing’ and was developed in Japan during the 1980s, integrating the senses through mindful practice, while immersed in a forest environment (Hansen et al., 2017). The Chinese character for ‘mindfulness’ comprises five characters: eyes, ears, heart and mind, […]

Social learning theory and teacher learning in an age of online teaching and learning

Claudette Bailey-Morrissey, Careers Development Institute, UK What’s the idea? Teaching and learning is a social activity. According to Bandura (1971), social learning theory explains human behaviour in terms of continuous reciprocal interaction between cognitive, behavioural and environmental influences. Moreover, Bandura (1977, p. 22) states that ‘learning would be exceedingly laborious, not to mention hazardous, if […]

Approaches to decolonising and diversifying the curriculum: Secondary history

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 […]

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 3 of a series of 6 online courses where participants address the question, why decolonise and diversify the curriculum? […]

Approaches to decolonising and diversifying the curriculum: Secondary film and media

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 […]

Decolonising and diversifying the curriculum in Early Years settings: A case study

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 variety […]

Join the working group recommending revisions to BERA’s Ethical Guidelines

BERA are inviting applications from across the educational research community to join a working group that will review and make recommendations for the revision of BERA’s Ethical Guidelines for Educational Research (fourth edition). This review is to ensure that the forthcoming fifth edition of this valuable resource is fully up to date and comprehensive, and continues […]

ACE – Key concepts for thinking critically about educational claims

ACE Concepts image

What and how should we teach young people? There are lots of claims about what is and isn’t effective, many of which you will have come across. For example, there are claims that extending the school day improves pupils’ learning, increases attendance, and adds to teacher stress. How can you know which of these claims […]

Research engagement self-assessment toolkit for teachers

Researchers from UCL Institute of Education, Sheffield Hallam University and Durham University have developed a set of self-assessment tools to help teachers and schools to evaluate their levels of research engagement. These are designed as practical tools to encourage teachers and school leaders to consider their engagement with research evidence, and the areas you may […]

Research engagement self-assessment toolkit for schools

Laying out post-it notes on a table

Researchers from UCL Institute of Education, Sheffield Hallam University and Durham University have developed a set of self-assessment tools to help teachers and schools to evaluate their levels of research engagement. These are designed as practical tools to encourage teachers and school leaders to consider their engagement with research evidence, and the areas you may […]

Staff CPD as key to effective distance learning

Context Vision Trust is a trust in the heart of Greater Manchester serving 1,118 pupils and their families. The demographic intake and context of each school is very different across the Trust. Twenty-eight per cent of children receive free school meals and 25 per cent have English as an additional language (EAL). The trust’s core […]

Facilitating a broad and balanced curriculum during distance learning

Context Ryders Hayes is a two-form entry primary school with students aged two to eleven, from pre-school to Year 6. The school has 472 students on roll and is located in the Midlands, UK. Eighteen per cent of students are currently eligible for Pupil Premium funding. The school is predominantly a white-British school with about […]

Reading stories to support distance learning in the early years

Context St Nicholas Church of England Primary School and Nursery is situated on the edge of some ancient woodland in central Hertfordshire in the new town of Stevenage. The school has 220 pupils on roll spread across the seven parishes, most of whom come from the immediate catchment area, which is a relatively poor socio-economic […]

Learner motivation and engagement in the post-14 sector during distance learning

Context Ways of Engaging is a blended learning project designed to support disaffected young people. The blended learning programme drew on my experience as a teacher and manager in FE and alternative provision in the last 10 years in a wide range of contexts as well as previous research and development of case studies around […]

One-to-one devices for feedback and assessment during distance learning

This case study was written up following an interview with Mrs Usher. Context Lawford CoE Primary School is a primary school in Essex, UK. In the academic year 2019-2020, the school had 4.3 per cent of students with EAL, 2.4 per cent of students who were eligible for pupil premium funding and 2.4 per cent […]