John Medlicott is Director of JMC Education, an educational consultancy group which specialises in providing CPD for schools and colleges across the UK and globally. Here he answers some of the questions new teachers ask about metacognition and self-regulated learning.

by John Medlicott
21st October 2019



It’s hard to keep up with the pace of change in the teaching profession. New research findings, new statutory requirements, new inspection frameworks, new examination procedures, and new approaches for teaching and learning all emerge at an alarming rate.... read more

Rebecca Nobes is Head of Spanish, and recently achieved Chartered Teacher Status. She is a passionate advocate of the Chartered College of Teaching, and enjoys attending events such as ResearchEd and occasionally speaking at them. She shares her ideas about the benefits of becoming a Chartered Teacher.

by Rebecca Nobes
23rd September 2019



Chartered Teacher Status is about recognising teachers for their expertise in the classroom, rather than the leadership roles which tend to take them out of it. It's a 15 month CPD programme run by the Chartered College of Teaching, a professional body... read more

Alan Parkinson is a head of department, educational blogger and author of a range of textbooks and children’s books. He shares his ideas for supporting younger students as they join secondary school.

by Alan Parkinson
6th August 2019



The wasted years? As teachers, we know that the early stages of a student’s secondary years are important for their success, and can have a long-lasting impact on attainment throughout the secondary phase. The DfE report, ‘KS3: the wasted years?’ (2015)... read more

David Didau – trainer, consultant, writer and former English teacher – questions the received wisdom that all marking is good marking and suggests how to make your feedback to students worthwhile. He explores the underlying reasons why marking is essential to progress and suggests ideas for how you can provide clarity, and increase students’ effort and aspirations.

by David Didau
5th August 2019



Over the past few years the expectations of how much and how often teachers are expected to mark seems to have increased dramatically. One reason for this is the research finding that feedback is the highest impact intervention that teachers can make... read more


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