General

Friday

27th Jun 2025

The surprising link between discovery learning and Singapore maths
Jerome Bruner is often dismissed as the ‘father’ of discovery learning, but his research has given education so much more, writes Christian Bokhove
Numbers on side of building with scaffold

Thursday

26th Jun 2025

How can you tell if your CPD is working?
CPD comes with an opportunity cost, so it’s important to check that the sessions you plan and deliver are worth everyone’s time, says Mark Enser
Man with drawing of scales weighing time

Wednesday

25th Jun 2025

DCD: the common SEND you’ve probably never heard of
Developmental coordination disorder (dyspraxia) affects as many children as ADHD but is widely misunderstood. So, what do teachers need to know about this condition?
DCD handwriting

Saturday

21st Jun 2025

Why losing EHCPs would be a disaster for speech and language support
The DfE suggestion that EHCPs may not be the ‘right vehicle’ for SEND support fails to acknowledge the scale of the challenges that children with speech and language needs experience, writes Jane Harris
Child in speech therapy

Friday

20th Jun 2025

Why can’t we agree on what great teaching looks like?
Given all the research evidence that we now have on effective teaching practice, all teachers should share the same pedagogical principles, writes Bruce Robertson
Looking through a glass ball

Thursday

19th Jun 2025

How to lead teaching and learning in a time of change
As schools await the findings of the ongoing curriculum review and the introduction of a new Ofsted framework, leaders should concentrate on their school’s core values, writes Zoe Enser
Typewriter New Chapter

Wednesday

18th Jun 2025

What’s ‘love’ got to do with teaching?
Do you have to like your students, or even ‘love’ them, to be a good teacher? Bernard Andrews goes on the hunt for a definition of pedagogical love
Love teaching bird on hippo

Friday

13th Jun 2025

Do students really need more ‘grit’?
In the push to make pupils more ‘resilient’ there can be unintended consequences, particularly for neurodivergent children, writes Charlotte MacDougall
grit obstacle course

Thursday

12th Jun 2025

Why you could be getting whole-class feedback wrong
Whole-class feedback has the potential to be a workload saviour, says Alex Quigley, but does it always help learning?
Reviews whole-class feedback wrong

Wednesday

11th Jun 2025

How school became more sedentary - and why it matters
In recent years, PE has been squeezed out of school timetables, while breaktimes have grown shorter. What effect is this reduction in physical activity having on students’ health and learning? David Robson investigates
Physical activity vanished

Monday

9th Jun 2025

How useful are your ‘book looks’?
Work scrutinies, or ‘book looks’, are often not used well to support school improvement, suggests Mark Enser. So, how can leaders get this practice right?
book looks

Thursday

5th Jun 2025

What to do when adaptive teaching doesn’t work
Adaptive teaching has the power to improve classroom practice, but this alone won’t make a school truly inclusive, says Margaret Mulholland
OK adaptive teaching