What CLT means for our classroom practice and most importantly children. Some science, some suggestions but very much only a scratch on the surface…

Another ramble about the reasons why we need to increasingly learn about learning. It is always going to be difficult, but here I unpick one tool which is descried as a ‘desirable difficulty’.

Mindfulness, as much as we are becoming increasingly familiar with it in practice, still very much remains a mystery. This blog unpicks its potential, and looks at the possibility of making mindfulness a pedagogy .

Why our role as researchers is inescapable. A few thoughts to be considered and some practical pointers along the way.

A lesson about learning. Unpicking Rosenshine’s principles and what the reality of these are in practice.

A matter of pedagogy not programme of study. What I believe could be the key to creating ‘masters’ in every subject area. Not something I am claiming to have yet perfected in practice, but the makings of my own ‘curriculum masterclass’ inspired by what I have learnt about teaching and leaning in maths.

An ‘unpicking’ of policy and it’s ever ambitious impact. Some suggestions of what pupil voice could look like in practice but most importantly, why it is always a pursuit worthwhile.

Things I wish I could go back and tell my NQT-self. A journey of understanding what teaching for mastery really means and how this enables every child to become a mathematician. A matter of inclusion, as well as mathematics. 

A research write up. Something I thought I knew the answer to yet how it became a topsy turvy learning journey for me and the children.