The current OFSTED Inspection Framework has a clear focus on the lowest 20% of readers, with a mandatory deep dive into early reading and reading in primary schools. Reading - and phonics - will also be a significant area of a secondary school inspection too! There is an expectation that reading is a high priority for all schools so that
Brain-Based Learning: Integrating Neuroscience into Curriculum Design Understanding the ‘how’ in ‘how we learn’ is core to curriculum design, or intent, and when teaching children - the implementation. We all want children to ‘learn the curriculum’, but what exactly does that mean? How can we get greater impact? And, importantly, how do we do that in the classroom? That is
Would your reading curriculum stand up to a deep dive during an OFSTED inspection? Now is the time to audit, evaluate and improve the teaching of reading in your school! The current OFSTED Inspection Framework has a clear focus on reading with a mandatory deep dive into early reading and reading in primary schools. There is an expectation that reading
Brain-Based Learning: Integrating Neuroscience into Curriculum Design Understanding the ‘how’ in ‘how we learn’ is core to curriculum design, or intent, and when teaching children - the implementation. We all want children to ‘learn the curriculum’, but what exactly does that mean? How can we get greater impact? And, importantly, how do we do that in the classroom? That is
The current OFSTED Inspection Framework has a clear focus on the lowest 20% of readers, with a mandatory deep dive into early reading and reading in primary schools. Reading - and phonics - will also be a significant area of a secondary school inspection too! There is an expectation that reading is a high priority for all schools so that
Brain-Based Learning: Integrating Neuroscience into Curriculum Design Understanding the ‘how’ in ‘how we learn’ is core to curriculum design, or intent, and when teaching children - the implementation. We all want children to ‘learn the curriculum’, but what exactly does that mean? How can we get greater impact? And, importantly, how do we do that in the classroom? That is
Brain-Based Learning: Integrating Neuroscience into Curriculum Design Understanding the ‘how’ in ‘how we learn’ is core to curriculum design, or intent, and when teaching children - the implementation. We all want children to ‘learn the curriculum’, but what exactly does that mean? How can we get greater impact? And, importantly, how do we do that in the classroom? That is
Teaching vocabulary is a focus for many schools and is increasingly considered a key area in raising standards in English, reading and across the wider curriculum. Limited word knowledge is a key factor in under-achievement of both English speaking learners as well as SEND and EAL learners. Without excellent word knowledge, learners are poorly equipped to engage with the demands
Adaptive teaching is a vital approach for fostering a completely inclusive classroom environment and has been demonstrated to enhance student outcomes. It is a fundamental element of the Teachers’ Standards, the Early Career Framework, and the OFSTED Education Inspection Framework. Unlike traditional methods of differentiation that might have required different groups of pupils to undertake distinct tasks or achieve varied
This course is designed specifically for teachers who are stepping into leadership roles within their subject areas for the first time. Whether you are leading a department, a key stage, or a curriculum area, this course will provide you with the foundational skills and insights needed to navigate your new responsibilities effectively. Throughout this course, you will explore key concepts
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