Pedagogy


Taking educated risks: part 4

6 July 2016

In the final part of this series, Matt Bromley pulls together his discussions on what professional teacher autonomy means and its links to outstanding practice. Here, he discusses what risk-taking in teaching and learning, in this context, looks like and why it is important


Can we improve pupils’ memories?

6 July 2016

How much does physical movement have a role to play in improving students’ memory and retention? Gerald Haigh asks the question


NQT Special: Pupils on what makes for effective teaching

29 June 2016

If you’re a new teacher, you will receive a wealth of advice from various experts – but what do the students themselves think? School leader Sean Harris asked some of his students to offer their view on what makes their lessons effective, and then signposts NQTs to further reading and ideas


Taking educated risks: part 3

29 June 2016

In the third of his four-part series, Matt Bromley asks what professional autonomy really looks like and how it links to outstanding practice. He then begins to define what risk-taking in the classroom actually means...




Using project-based learning in your classroom

4 May 2016

The impact that project-based learning can have on student outcomes and motivation is well-known. In the first of a two-part series, Matt Bromley looks at the golden rules for incorporating this approach into your classroom and the curriculum


Building your presence in the classroom

4 May 2016

Presence in the classroom – it is that special something that makes the best teachers. Kathy Oxtoby seeks advice on how young teachers can develop their own presence and gravitas in front of students


Character education resources released

20 April 2016

Teaching Character Through Subjects – the new government-funded character education resources – have been released. Matt Bawden explains what they are all about



Effective approaches to flipping their learning

16 March 2016

Jennie Harland reports on new research into flipped learning and identifies what this approach can offer students in terms of more active and personalised learning and improved progress


Pound shop pedagogy!

16 March 2016

A challenge to use pound shop purchases in lessons to boost engagement and learning generated much excitement among teachers. Mark Fitzgibbon explains



Five keys to learning: Grabbing students’ attention

2 March 2016

Continuing his five-part series, Matt Bromley is dissecting his five key aspects of engaging and effective lessons. Key number three is grabbing your students’ attention. He offers some practical advice


The Big Bang Fair 2016

2 March 2016

Aimed at showing off the huge range of STEM career options available to students, the annual Big Bang Fair returns to Birmingham from March 16 to 19. We speak to employers and teachers about the event and the wider STEM challenge for schools



Five keys to learning: Making connections

3 February 2016

Continuing his five-part series, Matt Bromley is dissecting his five key aspects of engaging and effective lessons. Key number one is connecting the learning...



Pedagogy: Rejecting teaching to the test

13 January 2016

As tempting as it can be to teach to the test, Karen Sullivan urges educators to reject this approach. She offers some alternative ideas based on research evidence


Ideas for independent learning

2 December 2015

Independent learning beats teaching to the test every time, argues Karen Sullivan. She offers some ideas and resources


Neuroscience: A word of warning

11 November 2015

Is neuroscience in education the new ‘cargo cult’? In the second part of his two-part discussion, Matt Bromley says that if we insist on using neuroscience to explain common sense approaches to teaching, we face losing our own sense of professional judgement



The place of neuroscience in the classroom

4 November 2015

Neuroscience theories are playing an increasing role in forming and explaining pedagogical approaches in the classroom – but should this be the case? Matt Bromley warns teachers against becoming obsessed with neuroscientific justifications


Transferring learning into new contexts: Part 2

7 October 2015

In the second part of this two-part article, Matt Bromley continues his advice on how we can teach our students to transfer their knowledge and learning from one context to another

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