The aim of this two part blog is to give an overview of the DfE document ‘Teaching a broad and balanced curriculum for education recovery’ and to put into perspective what this means for provision and delivery of a broad and balanced curriculum in practical terms for early years and primary phases.
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In this series of summer term blogs, Emma Adcock,
Director of Training and Research, summarises the central messages that run throughout the latest guidance from the EEF ‘Teacher feedback to improve learning’.
In this series of summer term blogs, Emma Adcock,
Director of Training and Research, summarises the central messages that run throughout the latest guidance from the EEF ‘Teacher feedback to improve learning’.
In this article Emma Adcock highlights the first two recommendations from EEF’s publication on ‘Teacher Feedback to Improve Learning’. The report provides teachers with an easily accessible guide to harnessing the power of feedback to improve classroom learning.
In this article, Emma Adcock considers two important principles of sticky learning and how we can adapt how we teach the curriculum to achieve ‘knowledge that stays with us forever.’
The intention of sharing this thought process is to support schools to review the learning landscape – review where the children are and warm them back into English, whilst being conscious that every school is different.
In part 1, we considered the need for a whole school vocabulary spine, in this edition, we will consider how best to teach the vocabulary that you have chosen to teach.
By the time a child is 13 years old, statistics have revealed that there is a 30-million-word gap between a pupil from a high socio-economic group and a pupil from the lowest socio-economic group. What can we do in our schools to address this gap?
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