ÌÇÐÄVlog

Knowing what executive functions are (and are not) is helpful, but this bit of psychology doesn’t explain how teachers should teach, warns Megan Dixon

Finding ways to incorporate the first languages of EAL students into your lessons can provide a learning boost for the whole class, finds Megan Dixon

Young children are naturally curious about the world around them, but to build scientific knowledge we need to go beyond creating opportunities to explore, says Julian Grenier

Our growing understanding of the human brain is helping us to build a clearer picture of the science of learning. But what about the science of teaching? Neuroscientists Uta and Chris Frith say that social cognition – the study of how humans relate to each other – can shed some light

Teachers can easily find that their workload becomes overwhelming, especially as winter sets in. Here Bhamika Bhudia shares five small changes that will ease your burden

Recent guidance from the inspectorate shines a welcome light on reading skills at secondary school but neglects some key elements of learning to read, says Jessie Ricketts

Despite the dominance of digital time these days, the curriculum says that all children must learn to read an analogue clock by age 7. For some pupils with SEND, this presents specific challenges, says Liz Hawker, as she shares her advice

In Denmark a seaport town has spent the past decade revolutionising extracurricular activity – and there are a lot of lessons that schools in the UK could learn, writes this teacher

Teaching Shakespeare isn’t easy but keeping it simple, and focusing on the gripping narratives and fantastic characters, makes it much more accessible, says Hetty Steele

Survey data shows us that the majority of the British public believe that learning a language sharpens the mind and improves memory. But is that belief supported by research? Kate Parker takes a look at the evidence

New research looks at how differences in textbooks might affect pupils’ performance in maths, but we should be wary of reading too much into it, says Christian Bokhove

In the early years, curriculum shouldn’t be either play-based or adult-led, but a mixture of both, writes Julian Grenier