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  • Curriculum design: Step 5 – Define excellence

    Curriculum design: Step 5 – Define excellence

    The 6-step process of curriculum design… Our approach to curriculum design – as outlined in the book School & College Curriculum Design: Intent – follows a six-step process as follows… The fifth step towards designing an effective curriculum is to define excellence so that our curriculum is ambitious for all but that each pupil and student Read more

  • Curriculum design: Step 4 – Identify the way-points

    Curriculum design: Step 4 – Identify the way-points

    The 6-step process of curriculum design… Our approach to curriculum design – as outlined in the book School & College Curriculum Design: Intent – follows a six-step process as follows… The fourth step towards designing an effective curriculum is to identify the waypoints. Once the destination and the starting points are known, the curriculum must carve Read more

  • Curriculum design: Step 3 – Assess the starting points

    Curriculum design: Step 3 – Assess the starting points

    The 6-step process of curriculum design… Our approach to curriculum design – as outlined in the book School & College Curriculum Design: Intent – follows a six-step process as follows… The third step towards designing an effective curriculum is to assess starting points and this, broadly speaking, takes two forms: the starting points of the taught Read more

  • Curriculum design: Step 2 – Set the destination

    Curriculum design: Step 2 – Set the destination

    The 6-step process of curriculum design… Our approach to curriculum design – as outlined in the book School & College Curriculum Design: Intent – follows a six-step process as follows… The second step towards designing an effective curriculum is to set the destination which is about identifying what we want all pupils and students to know Read more

  • Curriculum design: Step 1 – Agree the vision

    Curriculum design: Step 1 – Agree the vision

    The 6-step process of curriculum design… Our approach to curriculum design – as outlined in the book School & College Curriculum Design: Intent – follows a six-step process as follows… The first step towards designing an effective curriculum is to agree the vision. This requires each school and college to consult upon and communicate a shared Read more

  • Behaviour management advice for new teachers

    Behaviour management advice for new teachers

    This article was written for SecEd magazine and first published in July 2019.  You can read the original version on the SecEd website here.   You can access the full archive of my columns for SecEd here.  Behaviour management is a crucial skill for all teachers and one that those new to the chalkface often focus Read more

  • The problem with meta-analyses

    The problem with meta-analyses

    What are meta-analyses? A meta-analysis is a way of collating the outcomes of similar studies and converting the data into a common metric, then combining these in order to report an estimate which represents the impact or influence of interventions in that given area. There are a number of advantages of meta-analyses when conducted as Read more

  • Working memory – lightening the cognitive load for pupils

    Working memory – lightening the cognitive load for pupils

    This article was written for SecEd Magazine.  I moved house last month. Those who claim it’s one of the most stressful things you can do in life are not wrong. The solicitor’s bill alone was enough to send my blood pressure through the roof. But, contrary to popular opinion, the stress does not dissipate the Read more

  • Early Career Teachers: Classroom rules and routines

    Early Career Teachers: Classroom rules and routines

    This article was written for SecEd magazine.   Aristotle once said that “excellence is not an act but a habit”, and so it is with teaching: the foundations of a successful classroom are built of routines, regularly repeated and reinforced. Without this essential ground-work the edifice of learning would simply crumble. Let us take a Read more

  • Supporting pupils with SLCN – Part 5

    Supporting pupils with SLCN – Part 5

    This article was written for SecEd magazine and first published in January 2019.  You can read the original version on the SecEd website here.   You can access the full archive of my columns for SecEd here.  Earlier in this series I shared some common characteristics to help teachers and school leaders identify speech, language and communication needs Read more

  • Supporting pupils with SLCN – Part 4

    Supporting pupils with SLCN – Part 4

    This article was written for SecEd magazine and first published in January 2019.  You can read the original version on the SecEd website here.   You can access the full archive of my columns for SecEd here.  So far in this five-part series on supporting pupils with speech, language and communication needs, we have explained how important it Read more

  • Supporting pupils with SLCN – Part 3

    Supporting pupils with SLCN – Part 3

    This article was written for SecEd magazine and first published in January 2019.  You can read the original version on the SecEd website here.   You can access the full archive of my columns for SecEd here.  In the first two articles of this five-part series, I explained what SLCN is and how schools can correctly identify pupils Read more

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