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Time to Talk
The crucial role of developing Oracy in Primary Education
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The crucial role of developing Oracy in Primary Education
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Improving accuracy, fluency & independent writing through the Lens of‘Early Literacy’ and‘Communication and Language.’
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There are different types of access available for research– some are free, others have a fee.
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Our ELE and Headteacher at Honeybourne Primary Academy, Dom Davis, writes on the importance of TAs within implementation
Social and emotional learning through the zones of regulation
Kate Alliston, Director of Essex RS, reflects on how embodied learning can be a strategy to move away from the slides.
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Using principles of cognitive science to develop effective note taking
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A collaborative approach to implementing meaningful and sustainable change
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Where’s the best place to start when it comes to interpreting research and putting evidence to work in your classroom?
A video explainer
A Case Study, by Sarah Arnold
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Author of this blog and series editor: Jez Baker
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Jemima Rhys-Evans shares a programme to support our youngest children
In the news -
Supporting EYFS settings to adopt well-evidenced practice and to improve outcomes for children in the local area
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Why we need to know the end from the beginning
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Implementing changes to solve our problem-solving problem
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Putting Evidence to Work: Primary Case Study
Putting Evidence to Work: Secondary Case Study
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Putting evidence to work in ways that positively impact learning and outcomes of our students really matters.
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Luca explores why the EEF identify ‘Engage’ as being crucial for successful and sustained change in complex systems.
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Tony Philcox, Deputy Headteacher and writing lead at Swindon Village Primary, recalls unpicking the writing journey
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Implementation outcomes are the building blocks of any successful change process in an educational setting.
Jon Eaton is the Director of Kingsbridge Research School, discusses his experience of writing the new EEF report
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How can we communicate the nuance of evidence, while still sign-posting helpful approaches?
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Luca suggests why perhaps we have something to learn from the world of coaching and the power of the Be, Do, Have model.
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Steve Trafford’s second blog on Reading Fluency considers how we can move from the evidence into the classroom.
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Melody Thomas, Deputy Director of Gloucestershire Research School, explains how to consider your setting as its own ‘society’
Laura-Jo Cavner, Maths lead for Wise Academies, highlights the importance of teachers modelling their own thinking in maths
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Using the EEF’s implementation framework and tools to support school improvement work, by Louise Gregg & Jaimie Lall-Sachdev
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…but as we move up through the school we often see them used less and less.
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When is it all just too much?
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Looking at when gender stereotypes develop received a lot of coverage in the press
The first Kyra Research School Conference
The first Kyra Research School Conference
Plans to establish a Research School in each of the 12 opportunity areas
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