Academic journals are full of specialist information that more able students can use. Dr Andrew K. Shenton outlines how students can use Bradford’s Law to navigate research
Many theories of teaching are only loosely linked to what we know about how the brain works. Nigel Paine outlines the key findings that teachers should know
Why is it that pupils struggle to understand abstract ideas? Damian Haigh explains how to help pupils apply existing knowledge to new problems in order to succeed
A lot of claims are made about the importance of neuroscience to teachers. Owen Carter summarises what you can and can’t learn from the research so far
Use this step-by-step guide to facilitate pupil-led learning and encourage meta-awareness for the more able and pupils with working memory difficulties
Teachers and students alike have been enthused by a national competition that encourages sixth formers to engage with ideas at the highest level, reports Helen Birtwistle
A project aimed at raising the profile of plenaries at Sandringham School, St Albans, has evolved into a catalyst for change that allows students to make their voices heard in the school. Deputy head Ceddy de la Croix explains
Kate Wall examines the development of pupil voice and asks whether we are just paying lip service to this agenda or whether we are really engaging with the whole student body
