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BLOG: 1, 2, 3, 4, 5… Reflections on how we get the most out of finalising our Pupil Premium Strategy Statements
Explore our top five tips as the countdown to finishing and polishing PP strategy statements for 31st December is now on.
Research School Network: Blog Posts
Blog Posts
Year
Blogs
Latest blogs from our Research Schools
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BLOG: The Year of Literacy Through a Primary Science Lens
How can we explicitly embed the teaching of key vocabulary and disciplinary literacy in primary science
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Using assessment to support learning and responsive teaching in Primary Science
by Samantha Stockham, a Year 1 & 2 class teacher and Science Subject Lead and Primary Science Lead for Wessex Learning Trust
In the news -
Transform your teaching with ChatGPT
Trialling approaches to using and testing the use of ChatGPT for teaching.
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Rising from the Ashes … Ashington Academy
Alicia McKenna, Director of Research and Training takes a look at the meteoric rise of this North East comprehensive school.
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Rising from the Ashes … Ashington Academy
Alicia McKenna, Director of Research and Training takes a look at the meteoric rise of this North East comprehensive school.
Cartoons and collaborative learning to provide challenge in primary science
What does ‘challenge’ look like in primary science?
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Guiding pupils to work scientifically using the seven step model
By Dr Niki Kaiser, Director of Norfolk Research School
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Blog: Mind the gap
As schools with a higher number of disadvantaged pupils, we need to consider our pupil premium and catch-up strategies
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Why do Words Matter in Science?
Laura Spence explores how we can teach our pupils to make meaning of scientific vocabulary
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Improving Primary Science Guidance Report
This week saw the release of the latest EEF guidance report, ‘Improving Primary Science, here is a summary of the key points.
Improving Primary Science – Developing Pupils’ Scientific Vocabulary
Plotting a Roadmap to Recognise, Reveal and Respond to Primary Science Learning
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BLOG: Six ways to improve primary science teaching
What on earth are polysemous words: and why should we care about them in our science teaching?
Seven Steps to Working Scientifically
Jen Ogden explains how the seven step model can be used to support pupils to work independently in primary science.
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Unlocking the Power of Language to Support Schematic Development: Bridging the Primary Science Attainment Gap
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Vocabulary: A Golden Thread in Primary Science
Why is it so important for children to use and apply scientific vocabulary to develop their understanding of the world?
Andragogy vs pedagogy: Which approach is best in the post-16 classroom?
Debbie Tremble discusses the pros & cons of andragogy vs pedagogy as students move into KS5.
Let’s talk about disadvantage: The fundamental importance of oracy in closing the gap.
Angela Schofield discusses the fundamental importance of oracy in closing the disadvantage gap.
In the news -
Speak like a scientist
As the EEF launches its Primary Science Guidance Report, Katy Bullard explores how we can develop pupils’ scientific vocabulary.
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Developing Pupils’ Scientific Vocabulary
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NEW EEF GUIDANCE ON IMPROVING PRIMARY SCIENCE TEACHING
From primary classroom to laboratory
Reflections on the seven step model as a tool to develop working scientifically in a secondary setting
How school governors can support disadvantaged children and young people to thrive in our schools
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Guiding Pupils to Work Scientifically: A Seven-Step Approach
Our latest blog by Becky Grimshaw
NEW EEF GUIDANCE ON IMPROVING PRIMARY SCIENCE TEACHING
Teaching Science
It’s more than just words
Latest blog by Kathryn Hall
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Scaffolding, Cognitive Science and the classroom environment: lessons from the Primary Classroom
Rachael Wilson unpicks the complexities of Scaffolding, discussing how it should be used in order to create the biggest impact.
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Using Dialogue to Secure Scientific Understanding
How do we support pupils to learn complex scientific concepts
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Create, Capitalise, Cultivate: Dialogue in Primary Science
Encouraging Pupils to Explain their Thinking
How can we create metacognitive thinkers whilst working scientifically?
Teaching in Primary Science
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Talking like scientists: how to teach science vocabulary in primary school
Teaching primary age children to use scientific vocabulary confidently is empowering and motivating
Unlocking the Potential of Primary Science: Insights from the New EEF Guidance Report
Katherine Peck, Curriculum Lead from Little Sutton Primary School, reflects on the NEW Primary Science Guidance Report.
The Power of Talk in Primary Science Education: Helping Pupils Articulate Their Understanding
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New EEF guidance on improving primary science teaching
This new report aims to support primary school science teachers in reflecting on and refining their science teaching provision.
Network-wide blogs
These blogs have been written on behalf of the wider Research Schools Network rather than an individual Research School
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Blog: The updated Early Years Toolkit: A welcome addition for the early years sector
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Blog: Let’s Talk Maths
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Blog: Using picture books to promote high-quality conversations in maths: the ShREC Approach
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Blog: Pulling out ‘The Bricks’: Deconstructing the House of Reading
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Blog: Changing vocabulary between primary and secondary school
Marcus Jones is Literacy Lead at Huntington Research School
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Blog: Establishing the Regular Melodic Rhythm of School Life
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Blog: Routines for relationships – three conversations
Hannah Heron explores the importance of routines for relationships
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Blog: Metacognition
Kathryn Kilbride explores metacognition and self-regulation
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The importance of oracy in maths
Tracey Adams, Assistant Director of St Matthew’s Research School, explores the benefits of prioritising oracy in maths teaching.
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Using metacognitive strategies to improve pupils’ mathematical problem-solving
Alastair Gittner of the Hallam Teaching School Alliance, explores how metacognitive thinking can support pupils’ problem-solving
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Making the most of metacognition
Chris Runeckles explains how teachers can use metacognition to their advantage in teaching and learning.
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Supporting pupils with SEND during testing times
The EEF’s Gary Aubin explains how the ‘Five-a-day’ approach can support high quality teaching and exam preparation.