Naheeda Maharasingam, Headteacher, Rathfern Primary School, UK
In September 2015, the 2030 Sustainable Development Goals (SDGs) were formally adopted at the Un...
Stephen Lane, Teacher of English, Lichfield Cathedral School
In its most recent evidence inspection framework, Ofsted has shown an increased focus on ‘personal...
Michael Eggleton, Head of School, Charles Dickens Primary School, Nursery and Research School, UK
Five years ago, I had been newly appointed as a deputy headte...
OE Ogunseemi, Y Eniola-Arigbe and BV Olanipekun, College of Education, Ikere-Ekiti, Nigeria
The core aim of education is to foster the all-round development of...
Helen Skelton, Head of Science, Beaumont School, UK
Formative assessment has the power to transform learning, since it yields evidence that is used to adapt te...
Claire Badger, Senior Teacher, Teaching and Learning, The Godolphin and Latymer School, UK
Sweller’s cognitive load theory (CLT; Sweller et al., 1998) has been...
Alice Reedy, Teacher, Kaizen Primary School (Part of East London Research School), UK
There is a broad range of existing research dedicated to the subject of r...
Abdul Limbada, Teacher of Computing, RS and MFL, Eden Boys’ Leadership Academy, Manchester, UK
Richard Mayer’s (2018) book on how to become a successful learne...
Laura Gatward, Assistant Headteacher, Enrich Learning Trust, UK
Developing subject knowledge and pedagogy for pupil success
Powerful knowledge, created and de...
Caroline Entwistle, Ark Boulton Academy, UK
This article shares an approach to leading the development of subject-specific pedagogy through establishing a prof...
As a trainee teacher, the profession’s reputation for extreme workloads certainly preceded itself. Whilst this reputation is somewhat well earned, I must admit ...
The Department for Education (DfE) has calculated that 22 per cent of teachers in England leave the profession within their first two years of teaching, with th...
While working as a newly qualified teacher in Hong Kong, I often reflected upon, and explored with my colleagues, which classroom strategies might help to suppo...
The best thing we can do for disadvantaged students is to give them-high quality teachers. Research from the Sutton Trust in 2011 showed the significant impact ...
It is difficult to use the word ‘love’ without risking alienating those who will immediately perceive it as a ‘fluffy’ concept, and one that has no place in lea...
"When students get to know that you care about them as individuals… then the teacher’s discipline is judged and accepted within the understanding that the teach...
The reformed music A-level examination requires students to think far more synoptically than the previous A-level curriculum. Students now spend two years learn...
Students want to learn, but sometimes they don’t know how to; if it gets too hard or too intense too quickly then they give up, fade out or disengage – the same...
A student misconception, for a teacher, is similar to what a fever is for a medical practitioner: it is an unequivocal indicator that something is amiss.
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