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Impact, journal of the Chartered College of Teaching
Chartered College of Teaching
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Attainment Grouping – CPD Pack

Chartered CollegeFebruary 2018CPD Packs
Our CPD packs are designed to support members in further exploring the themes raised in each Impact
Join the Chartered College or log in to read the rest of this article.

Mixed attainmentOriginal ResearchPolicyPracticePrimarySecondary

Previous ArticleGrowth Mindset – CPD Pack
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This Issue

Issue Contents

Editorial

By Sarah-Jayne Blakemore

Neuroscience, psychology and education: Emerging links

By Annie Brookman-Byrne

Applying the science of learning in the classroom

By Paul Howard-Jones

Can neuroscience contribute to the science of learning?

By Andrew Davis

Optimising learning using retrieval practice

By Megan A Sumeracki

Retrieval practice in use: Multiple-choice testing in the primary classroom

By Stuart J Garner

Cognitive Load Theory and its application in the classroom

By Dominic Shibli

Threshold concepts and cognition in science – #CogSciSci

By Niki Kaiser

Six ways visuals help learning

By Oliver Caviglioli

The application of spacing and interleaving approaches in the classroom

By Jonathan Firth

Learning to learn: Using evidence to enhance knowledge retention and improve outcomes

By Caroline Creaby

Key Stage 3 science: Wasted years no longer

By Adam Boxer

Retrieval, interleaving, spacing and visual cues as ways to improve independent learning outcomes at scale

By Lukas Feddern

How can we develop learning strategies that facilitate knowledge recall and long-term memory as an enhancer to exams performance?

By Olenga Ossembe

Children’s existing ideas: building blocks or barriers to learning in science?

By Derek Bell

A theoretical look at how to incorporate cognitive research into subject curriculum design

By Miles Winter

What does research say about memory, and what can we do to enhance long-term learning in the classroom?

By Nikki Booth

Adolescent sleep and educational performance

By Rachel Sharman

Revisiting ‘Growth Mindset’

By Carol Dweck

Challenging the myths of mindset: Theory and practice

By Sherria Hoskins

Mindset and music: Developing the  ’Musical Self-Theories and Goals’  questionnaire

By Daniel Müllensiefen

The problematic interface between research, policy and practice: The case of attainment grouping

By Becky Francis

‘Does it have to look like that?’: Students in mixed attainment English classrooms

By Lorna Damms

Mindfulness in schools: Is it just another trend?

By Jennifer Baker-Jones

Foundations for learning: Guided play for Early Years maths education

By Rebecca Merkley

Pretend play and the development of children’s language skills

By Tanya M Paes

‘Thinking’ – Doesn’t everyone do that anyway?

By Hanna Miller

Mindset matters: Encouraging resilience in Year 10 boys through group learning

By Jocelyn D'Arcy

Enhancing learning through positive education, wellbeing and resilience

By Keith Ellis

IRIS – extending young peoples’ participation and attainment in STEM and promoting teachers and students as vital members of STEM research communities

By Becky Parker

Life-worthy learning skills: A curriculum intervention to promote self-regulated learning

By Gavin Turner

Transcribing History – Understanding modern history through video transcription

By Kirsten Smith

Re-examining Assessment for Learning (AfL): What is the impact of neurodiversity?

By Daniel Langley

From curiosity to interest: The use of effective pedagogy to develop students’ long-term interest

By Helen Darlington

Bridging the gap between evidence and classroom ‘clinical practice’ – the potential of teacher-led randomised controlled trials to advance the science of learning

By Eleonor Dommett

This is the new myth

By Christian Bokhove

Interdisciplinary bridging: A design-based research approach to enhancing the learning sciences in primary Initial Teacher Education

By Kendra McMahon

Sponsored article: What can education learn from neuroscience?

By Education Endowment Foundation

The problem with learning styles: debunking the meshing hypothesis in English language teaching

By Carol Lethaby

Bridging the gap between mind, brain and education research and practice: One school’s replicable model

By Glenn Whitman

Applying research in special educational needs to the classroom

By Alice Jones Bartoli

Talking it through: Using specialist coaching to enhance teachers’ knowledge from speech and language sciences

By Rachel Lofthouse

How do teachers mediate information about the brain?

By Jon Tibke

It’s not rocket science – it’s more complex than that!

By Rachel Jackson

Retrieval Practice CPD Pack

By Chartered College

Growth Mindset – CPD Pack

By Chartered College

Attainment Grouping – CPD Pack

By Chartered College

Learning to Learn – CPD Pack

By Chartered College

Other Issues

Interim Issue: Evidence-informed Practice Issue 1: Assessment Issue 2: Science of Learning Issue 3: Developing Effective Learners Issue 4: Designing a curriculum Issue 5: Developing a learning culture Issue 6: Broad and balanced curriculum Issue 7: Arts, creativity and cultural education Issue 8: Cognition and learning Issue 9: Learning, leadership and teacher expertise Issue 10: Developing evidence-informed teaching techniques to support effective learning Issue 11: Teacher recruitment, retention and progression Issue 12: Assessment and feedback Special All-Schools Issue: 2018 Special issue: Youth social action and character education Special Issue January 2019: Education Technology The Profession 18/19
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