Planning for possibilities

In this post, Catherine Gripton considers planning and how ‘planning for possibilities’ might support beginning and early career teachers to plan more holistically for learning. Learning to plan One of the first challenges for beginning teachers on an initial teacher education course is learning to plan. Many beginning and early career teachers will be grappling …

Foundation for What? Issues in EYFS continuity and an integrated pedagogy for KS1

In this post, Philip Hood and Joanna Redfern reflect on a journey towards continuity between EYFS and KS1 across two linked C of E Infant schools and offer a model for an integrated pedagogical response. The problem of continuity This ‘learning journey’ spans several years. It was first reported on in a journal article (Hood …

Assessment records in the early years: Reducing workload or reducing quality?

In this month’s blog, Cath Gripton reflects on the purpose of documenting assessment in the early years and cautions that we risk ‘throwing out the baby with the bathwater’ in reducing certain types of assessment records in the education of young children. Assessment documentation as evidence In a recent podcast, Camilla Gilmore stated that early …

Classroom practice in 2020: adaptation and opportunity?

In this post, Rupert Knight reflects on some of the changes to Primary classroom practice emerging this school year. Taking stock at the halfway point of this very unusual term, what are the questions that might arise as the school year proceeds? Not the usual start to a school year… When children and teachers returned …

Storytelling in the classroom: the teacher’s role

In this month’s post, Mike Payton builds on our previous blogs on oracy and children’s literature by considering the power of storytelling as a fundamental skill in the primary classroom Teachers (and PGCE tutors) quickly learn that with changes of government, or education secretary, will come changes to the curriculum, from slight tinkering to radical …

Teachers’ changing professional identity

In this blog Esther Fulton looks at the processes involved in developing your own teacher identity, particularly in the current times. What does it mean to be a teacher during Covid-19? My own identity as a teacher educator has been dramatically altered during the last few months. My comfort zone has always been when I …

Staying centred: what are a teacher’s core practices?

In this post, Rupert Knight considers the idea of core practices for teachers and how they might help us understand the essence of a teacher’s role, particularly at a time of extraordinary change. What do we mean by a ‘core’ for teachers? Closely following the Early Career Framework for teachers and using much of the …

Three domains of literacy

Raising reading and literacy attainment is something that is always at the forefront of educators’ minds. With a myriad of interventions and strategies out there, what is important for raising attainment in these areas? A group of school leaders and academics came together recently at the University of Nottingham’s School of Education to listen to …

From caveman to concepts: Making history count in the primary classroom

In this blog, Victoria Crooks considers six ideas for developing primary history, along with some practical strategies. “Mum you’ll never guess what happened today!” These words we’re delivered by my 7-year-old with a frisson of excitement. That morning he had arrived at school to find his classroom in near darkness. The walls and windows had …

The Rights of the Mathematician

In this post Catherine Gripton considers what children should expect of mathematics in school and the implications for how we approach the teaching of mathematics in a way that respects the child as a an autonomous learner. Our relationship with mathematics On the 24th October 2019, the UK government launched a consultation on proposed early …