Pedagogy


Effective learning environments for EAL pupils

What are the tenets of a good and safe learning environment for learners who use English as an additional language? Drawing upon the Teachers’ Standards and latest research evidence, Caroline Bruce offers some pointers for primary schools



Linking metacognition and pupil motivation

Pupil motivation is a key ingredient to successful teaching but motivation can be a slippery concept and difficult to foster. Anoara Mughal considers how teachers can create an environment which will motivate learners


Outventions: When interventions turn into exclusion

Do we fall back too easily on out-of-classroom interventions for pupils who slip behind? For pupils facing multiple interventions, this leads to effective exclusion from mainstream teaching. Sara Alston discusses



Using worked examples: An alternative approach

Task design is a crucial element of teaching if we are to consolidate learning and encourage independence. In the second of two articles, Robbie Burns suggests further ways we can use worked examples to support pupil progress


Using worked examples: From teaching to learning

Task design is a crucial element of teaching if we are to consolidate learning and encourage independence. In the first of two articles, Robbie Burns looks at making worked examples effective, pulling out vital pedagogical elements





Multilingual pedagogies for diverse inclusive schools

We should not expect children who use English as an additional language to leave their language and culture at the school door. Kamil Trzebiatowski and Silvana Richardson advise teachers on using multilingual pedagogies


Implementing deliberate practice as part of CPD: A case study

Effective teacher development involves practising the right things, at the right time and in the right way then it is a key CPD tool. In part two of his look at deliberate practice, Robbie Burns explains how his school has implemented this approach


Metacognition and self-regulation in the primary classroom

The explicit teaching of metacognition and self-regulation can bring a range of benefits, not least offering us a powerful tool for improving pupil behaviour, motivation and learning. Anoara Mughal – author of Think! Metacognition-powered primary teaching – offers tips and five concrete classroom ...


The case for one-to-one device access in schools

After a recent Headteacher Update webinar focused on what schools can do to close the digital divide, Dr Fiona Aubrey-Smith and Sarah Evans discuss different ways of achieving one-to-one device access and how this approach can unlock powerful learning


Deliberate practice: What is it and why does it matter?

Deliberate practice is often ‘an overlooked servant’ when it comes to teacher development, but if we practise the right things, at the right time and in the right way then it is a key CPD tool. In this two-part article, Robbie Burns explains what it’s all about...


Seven starting points for interrogating your curriculum

What are the seven starting points that will ensure you have a healthy, open conversation about your school’s curriculum? John Tomsett, co-author of a new book on curriculum conversations, discusses some of the key questions we should be asking…


The power of words: Teaching vocabulary

It is said that learning floats on a sea of talk. So how can schools build systems, processes, and strategies to make sure students develop powerful word knowledge over time? Robbie Burns advises



Lesson-planning: Five dos and five don’ts

How should you be planning your lessons to ensure the most efficient use of your time and to best support your pupils’ learning? Mark Creasy offers some practical dos and don’ts


Welcoming the refugees seeking sanctuary from war

Every month there are pupils arriving in our schools from abroad as refugees and the Russian war in Ukraine means this issue is at the forefront of our minds. Suzanne O’Connell considers how schools can support newly arrived pupils, and how they might prepare and plan for longer-term integration




Planning and integrating outdoor lessons and learning

Outdoor learning can present many challenges for curriculum and lesson-planning, but it can be worth the effort. Headteacher Matthew Leach talks about his school’s focus on taking teaching outdoors and how it has helped improve outcomes


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