Pedagogy




Redefining the classroom set-up post-Covid

We must not revert to the status quo post-pandemic, we must instead embrace the lessons of Covid if we are to increase engagement with learning. Shahana Knight suggests we begin with our classroom set-up and offers some ideas for mixing it up...


Introducing rough and tumble play into Reception

Tug of war, tangling, tickling, leapfrog – rough and tumble play is a normal feature of childhood and part of child development – and yet there are understandable reservations about introducing it as part of Reception provision. Teacher Rachna Joshi and EYFS lead Carla Jones advise



Maintaining high expectations for learners using EAL

That a student uses English as an additional language should not be an excuse for lowering our expectations for learning and progress. Kamil Trzebiatowski considers some strategies and resources to ensure high expectations in your lessons



Relationships and projects: A new curriculum focus post-Covid?

As we develop our curriculum for after Covid, we must focus on nurturing children’s relationships with parents, peers and staff and developing their vital characteristics and skills. Julie Norman considers some ideas, including the role that a project-based learning approach can play


Using CPD to support effective remote teaching

CPD to support remote teaching & the use of ed-tech has become commonplace during the pandemic. Maria Cunningham advises on how schools should approach using CPD programmes to develop effective remote teaching practice



Building back better: Teaching, pedagogy and learning

Some schools have already begun changing and adapting their in-school teaching practices in light of their experiences during remote education. Dr Fiona Aubrey-Smith asks how your school is already 'building back better'


Lockdown teaching and learning: A quick guide for teaching staff

Feeling daunted by the return to remote teaching? In this two-part series Sara Davidson and Sean Harris look at some of the basic research-informed principles that can help teachers and parents to navigate learning at home. In part one they offer advice tailored for educators





Student wellbeing: Maslow before you Bloom

The idea of ‘Maslow before you Bloom’ is once again gaining traction in light of the Covid-19 pandemic. SENCO Sanjo Jeffrey says this approach is crucial to supporting academic outcomes this year and beyond


Closing the Covid-19 gap for EAL pupils

Headteacher Update has previously outlined the risks presented by Covid-19 to learning and progress for specific pupils with English as an additional language. Continuing this focus, Emily Curran now offers some practical socially distanced strategies to support EAL pupils during the pandemic



Six steps for a positive mindset in the maths classroom

If a student believes they are not good at maths it can have a negative impact on their attitude and confidence. Alexandra Riley offers six tips to help shift young people’s mindset and make a positive difference to their outcomes


Cognitive load theory in the primary classroom

What is cognitive load theory and how can it help teachers in the classroom and with their pedagogy? Steve Garnett, author of a new teacher’s handbook on cognitive load theory, offers some practical pointers



Behaviour: Verbal and non-verbal communication

There are many children who expend much of their time and energy trying to decipher adult communications and masking their responses with ‘poor behaviour’ when they feel that they have misunderstood. Sara Alston looks at verbal and non-verbal communication



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