Quality first teaching: Three principles for maintaining high expectations We would all agree about the power of high expectations for all students. Robbie Burns offers three broad whole school principles for ensuring high expectations, as well as suggested actions and questions for reflection
Six steps to supporting Afghan refugees arriving in your school As refugees from Afghanistan begin to arrive in the UK, primary schools across the UK are ready to welcome the children of these families. Katy Isaac offers six steps for supporting these children and signposts to useful resources
Whole class feedback: Strategies and experiences Whole class feedback reduces workload and ensures we are responsive to student need. Robbie Burns considers research into effective practice and describes his school’s strategy for whole-class feedback
Whole-class feedback: Practical tips and ideas Giving whole-class feedback – when you address misconceptions and other issues as a collective – can have a big impact on student progress and your workload as a teacher. Adam Riches advises
Covid recovery: The importance of EAL assessment Setting accurate language targets and using tailored strategies will be crucial if we are to help the post-lockdown recovery of students who use English as an additional language. Caroline Bruce and Silvana Richardson explain and advise
Pupil Premium: Tracking progress, challenges and involvement – a case study A small sheet of paper completed four times a year has transformed one primary school’s approach to Pupil Premium support and intervention. Jessica Hawley explains 1 comment
