Children make many mistakes. As teachers, our views about those mistakes can be radically different if we closely observe children in the PROCESS of making the mistakes, rather than simply see the end products.

The pandemic has meant a huge growth in online teaching and learning. This blog explores some strategies for this with a focus on primary education.

Are mistakes always wrong? Or are they learning opportunities?

Privacy online seems to be an out-dated concept, but there are ways in which we can protect ourselves.

We are rarely away from the Internet today, which means that someone, somewhere is always aware of where we are and what we are doing. How to deal with such surveillance?

We often find pupils performing tasks without wondering why they are doing it. They seldom question themselves about or evaluate the efficiency of their own learning strategies.

There have been a number of research studies which have explored the effects on pupil subject learning of embedding within subject teaching a specific attention to literacy skills.

Is literacy a generic or a specific skill, and what are the implications of this for teaching it?

The texts we use with learners in primary schools need to be rich and complex, because only then can they help prepare children for the complex texts they meet in the world outside the school walls.

If we want students to achieve mastery over complex texts a first step is to have a deliberate strategy for introducing progressively more complex texts.