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I’ve written a few of these round-up posts as a way of collecting ideas together.  Hopefully this makes it easier to share. A glossary of terms to help us discuss learning: This is not a comprehensive list – but it contains some terms that I’ve found people wrestle with where some clarity might be useful. From … Continue reading →

I’ve written a lot about curriculum in the last year or so… so here’s a one-stop-shop to access them all in place: Clarification about the idea of ‘knowledge rich’ and the wider context. What is a knowledge-rich curriculum? Principle and Practice. The great gift of knowledge and the joy of passing it on. Knowledge and … Continue reading →

Over the last couple of years I have had the great privilege of working with several schools on the process of curriculum review.   It’s such an enlightening process for all concerned – asking questions about what should be taught, why things should be taught, what absolutely must be kept in, what gets squeezed out … Continue reading →

Image credit: Melbourne Child Psychology  As each new term approaches, it’s worth reflecting on the powerful Bill Rogers concept that, as teachers, ‘you establish what you establish’.  This means: If we establish that we expect high standards and reinforce them continually with tight routines in lessons characterised by rigour, depth,  drive and a clear sense … Continue reading →

In my Learning Rainforest and Evidence-informed practice CPD sessions, a core element is a focus on the power of questioning.  In my view, good in-house CPD and feedback from lesson observation should put teachers’ capacity and confidence with questioning at the centre.  In my experience, great questioning is the hallmark of a really effective teacher … Continue reading →

Towards the end of last academic year, I wrote a post outlining what might be in a typical school’s development plan:  Here’s your school development plan – no, really, don’t thank me.  All of those ideas are still relevant for next year.  But what about at a departmental level or a year level in primary? Here … Continue reading →

Running a school is complicated: 1000s of individuals; 100,000s of interactions every day – you just can’t control it all.  If you try to micro-manage teachers and students to the nth degree, it can be a recipe for stress and disaster.  Most people don’t do this.  However, when things are in the process of being … Continue reading →

The slide below is one that I often use in my CPD presentations.  The percentages are revealed after some reflection time.  I’m keen to stress that, as a physics teacher, this is how I see my time is divided.  I am not recommending this particular split; I am reporting my experience of it.  Other teachers … Continue reading →

I love the idea of ‘evidence-informed wisdom’. I honestly can’t remember where I first encountered this but, essentially, it’s the idea that, as teachers we are faced with making hundreds of decisions a day – largely about how to question, how to motivate and how to adjust explanations, feedback,  and the pace and depth of … Continue reading →

In my work I have the privilege of being able to watch lots of teachers teach in a wide range of contexts.  I see lots of superb teachers and lots of great lessons.  Where I have constructive feedback to give, I find that there are a few common areas for improvement that come up time and … Continue reading →

To kick off 2018, here are some of the best ideas I’ve come across on my travels to various schools around the UK.  I’ve limited most of this sample to practices I’ve encountered in more than one school  – to avoid the sense that things can only happen in specific contexts.  Where relevant I’ve named the schools … Continue reading →

NOTE To Teach First #TDC2019 Delegates: Slides available here: Teach First Marking If teachers are going to have a significant impact with the feedback they give, it needs to lead to improved outcomes for students. I am increasingly convinced that feedback needs to be constituted  less in terms of a review of what has gone … Continue reading →

Despite my reservations about some of the big data measures that are used to judge schools, I am hopeful that our discourse is shifting the debate on assessment in a very positive direction.  If this continues it will represent an important paradigm shift with positive consequences for students’ learning and their overall school experience. The … Continue reading →

Last week I was asked to lead a workshop on leadership for some middle and senior leaders.  Here are some of the ideas I shared.   Believe me, I’m not preaching from on high.  I’ve had some successes but there isn’t a day that goes by when I don’t run through some kind of imagined … Continue reading →

It’s a well-established idea that, to develop expertise in a particular skill or technique, you need to practise. The more you practise, the better you get.  As outlined by the excellent people at Deans for Impact in their Practice with Purpose document, it helps to identify a specific element of your teaching to practise on and … Continue reading →

Over the years and in recent months I’ve seen lots of different, fascinating schools with great Headteachers; it’s so interesting to see how things are done in different places and the relative importance certain issues are given.  Currently nearly everyone is talking about budget constraints, the challenge of implementing curriculum changes at every Key Stage … Continue reading →

This selection is my current top ten book recommendations for teachers. Continue reading →

1. Doing the things you love while you’re at work It has always struck me as remarkable and fortuitous that I am paid to do a job where I get to have so much fun. In my lessons, I have the chance to explore my favourite subject – Physics. Today I was talking about space, … Continue reading →