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The starter generator!

This is a resource with 120 starters all in one place.  All come with pictures to aid recall and enjoyment and are explained, often with examples. Nearly all are generic and can be used across subjects.

Whole-class feedback

Included are 25 different strategies for eliciting feedback from an entire class of students. All the strategies are generic and can be used across the Key Stages and the curriculum.

Make your own AFL box

Create your own AFL box, which you can keep in your room and use over-and-over again. This resource contains everything you need to make AFL a part of your everyday teaching. From plenaries to whole-class feedback, from cards to dice, this resource makes AFL quick and easy whatever subject and age-group you teach...

Challenge toolkit

The Challenge Toolkit provides 50 different activities to stretch and extend students’ thinking. The activities are generic and can be used across Key Stages and in different subjects. Each activity is explained, often with examples. All can be used as extension within a lesson, or worked up into whole-class...

Understanding working memory: a classroom guide

Practical tips for how to break instruction down for students who find it hard to follow direction.

Authors: Professor Susan E Gathercole and Dr Tracy Packiam Alloway

Evidence for the frontline: more questions than answers

This  Powerpoint presentation from the May 2016 STEM Research Conference  explains the background to the Evidence for the Frontline (E4F) scheme which was intentended to develop and test ways of enhancing...

Fostering European students’ STEM vocational choices

This 2016 report analyses the data from a pan-European project ECB-inGenious which aimed to enhance students’ aspirations towards STEM careers by engaging schools in collaboration with industry.  The ...

A college-wide approach to Personal Learning and Thinking Skills (PLTS)

Published in 2009 by LSIS, this report describes an action research project by John Leggott College. The project used a range of qualitative methods such as focus groups, interviews and thematic analysis to identify what was ‘wrong’ with current college systems and to develop ‘learning skills’ in students on Level...

Tools to help schools engage with research and in enquiry

This paper, from April 2016, looks at how there is a growing interest and desire amongst teachers, policy-makers and others for teaching practice to be better aligned to research findings.

NFER has developed a range of products and services designed to help schools engage with research and in enquiry. This...

How to enhance CPD to maximise the measurable impact on students’ achievement in science

This research was Published in 2014 and presented at the ESERO 2013 Conference.

The purpose of any teacher continuing professional development (CPD) is to ensure a positive change in pupils’ outcomes, yet the evaluative evidence to support this relationship is often weak or missing. Using the CPD programme...


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