It’s the development of that mindset that can be difficult, but there are things that we can remind ourselves Knowing this should empower you to be able to share any next steps for development with confidence. 2 contribute to poor working practices which create a judgemental environment, rather than a genuinely developmental If you think there are lots of potential development points, it isn’t realistic to think that a teacher

greater depth, this can include personalising challenge according to what individual pupils need to develop Read: Greater Depth: More Than Harder Tasks Read: Developing A Greater Depth Toolkit To Aid Task Design If you'd like some bespoke help with developing how you meet the needs of all pupils without burning

Provide different kinds of professional development - a whole staff meeting isn't the only kind of PD Re-motivating The EEF’s Effective Professional Development guidance suggests that effective professional development should employ particular mechanisms. It may therefore be fruitful for professional development facilitators to set or agree upon specific shown progress in performing a new skill—may improve teachers’ motivation to act upon professional development

The classic ‘W’ words are a good starting point for the development of questions about a text. The Reading Rockets website has a good example of how teachers might develop this strategy with children post/sats-2025-answering-3-mark-reading-sats-questions-an-update) If you'd like some bespoke help with developing the teaching of reading in your school, here's your 3-step development plan: Drop me an email Have a

our year 6 children a go at some of the past papers is that stamina is a key skill which needs to be developed 2019's test had the longest reading extracts ever I decided to use its word count as a benchmark for developing some reading comprehension activities that we could use with the children to develop their stamina. The Girl Who Fell From The Sky = 649 + 908 = 1557 words If you would like Aidan to work with you on developing

The End In Mind' here: https://www.aidansevers.com/post/curriculum-making-start-with-the-end-in-mind Develop workload An improved foundation for judgement-making about pupil achievement If you are interested in developing

The following are some early images of the studio area we developed outside of the classroom as an additional Over the years this provision developed, but I didn't keep a photgraphic record of this! If you'd like some bespoke help with developing the way your curriculum is delivered, here's your 3-step curriculum development plan: Drop me an email Have a phone call with me to talk about your school We'll

With other research showing that setting children by level of attainment is not good for their development children don't learn spellings when they are pitched too high:'some children may have insufficiently developed In their 2008 article 'How Words Cast Their Spell' Joshi and Moats write 'good spellers develop insights The technical term for this is “orthographic memory,” and it’s developed in tandem with awareness of spelling Bear and Templeton suggest that this only comes when children are at an advanced stage of development

These were developed during my years teaching in a school which Ofsted had deemed as 'inadequate' where

Can some of them be developed unwittingly in a language-rich, book-rich environment? A reading task therefore can be enjoyable if it focuses on developing understanding of previously unknown Perhaps by asking the above questions during lesson planning sessions, reading lessons might develop If you would like Aidan to work with you on developing reading at your school, use the contact tab above

working at greater depth to provide guidelines for identifying children working at greater depth to develop Avoids risk-taking and prefers “safe” choices Highly dependent on external approval and grades May not develop influenced by other factors such as their families, their education, their relationships, and their personal development generalization to facilitate the task of identifying and guiding gifted children in all aspects of development

When we are being challenged, we are in what Vygotsky called the Zone of Proximal Development - the goldilocks required for all - this one also revolves around application of knowledge and skills so represents a developing Self-assessment, setting own goals Develop personal challenge e.g. pace, problem-solving, metacognitive