Early Career Teacher Development Programme

This is a CPD programme comprising three twilight sessions aimed at early-years teachers or EYTs (year 2 to year 5). Research suggests that professional context plays a large role in recruitment and retention of early-years teachers. Schools with high levels of retention are those where teachers feel they are working in a supportive CPD environment that enables them to develop their effectiveness both in their classrooms and a wider context. The twilights (one hour each) will deliver on two levels. Firstly, to give early-years teachers an opportunity to identify an area of their practice that they would like to develop and share across their school, and thus develop their leadership potential beyond their own classroom. Secondly, we will help the EYTs to focus their planning on an area that is part of their department or school’s improvement plan, and thus support the individual school and its leaders with specific contextual needs. The programme will be underpinned by engagement with research findings to help ensure that resultant practice is evidence-informed. […]

Posted on 14 November 2018
Posted in: Events, Training/CPD

High attaining students – what should our approach be?

Stop a student in a corridor and ask them if they are "high starting point" and they probably won't be able to answer you one way or another.  Those that can, may not do so with much accuracy. […]

Posted on 7 November 2018
Posted in: Blog

Making revision sessions count

Up and down the country Y11 students (and their teachers) will be thinking about mock exams. With this comes the inevitable revision sessions, that teachers will be leading. This post explores how can we use the research evidence to ensure that this precious time is spent effectively? […]

Posted on 1 November 2018
Posted in: Blog, Uncategorized

Research case study: Shifting students’ beliefs about how much study is normal

Too many year 11 students as they approach their Christmas mocks and summer exams, do too little personal revision (outside of school organised revision sessions). Conversely, others will get very anxious about not doing enough. This is often based (incorrectly) on how much revision they think their peers do. […]

Posted on 11 October 2018
Posted in: Blog

Metacognitive reading strategies for the English Language GCSE

By Andy Tharby English is a subject that requires that students know and practise a wide range of strategies for planning, monitoring and evaluating their work. […]

Posted on 30 September 2018
Posted in: Blog

Being Brain Aware: How an understanding of the adolescent brain could improve outcomes for secondary schools

Recently, neuroscientist Sarah-Jayne Blakemore’s Inventing Ourselves: The Secret Life of the Teenage Brain has come to the fore in the world of educational research. […]

Posted on 27 September 2018
Posted in: Blog, News