Hints and tips from a school that opened as a new bilingual school and has proved to be successful.

Case study of the central function of a bilingual school library.

A principal and a parent make the case for bilingual education which encourages global perspectives but not at the ex...

True bilingualism is a learning marathon, not a sprint. We see how data shows this.

A bilingual primary class is seen during integrated topic work, language and cultural support is both planned for and...

Vietnamese children join a bilingual school with a wide variation in their English skills, we see how all are supported.

Consistent planning, to deliver the same skills and structured programmes concurrentl,y maximises the learning potent...

Illustrated by the same year 2 class in their English and Vietnamese phonics lesson teachers explain how phonics aid ...

Two EYFS practitioners, one English first language and one Vietnamese first language illustrate their bilingual appro...

Unpacking how the translanguaging strategy supports children's bilingual learning.

Senior teachers define how bilingual international schools enabe local perspective and global citizenship.

Purpose, process and audience: Mick Waters considers these three key elements underpinning learning.

Dolf, an EAL learner, has chosen to work in The Artellier to construct a model.

In a plenary session, the class are invited to feedback on compositions created during the lesson by small groups men...

A teacher and Juilliard Curriculum Specialist team teach a class encouraging them to think as composers.

Using the Juilliard approach in a music lesson, a class explores how Stravinsky creates a mysterious mood in 'Rite o...

Using the Juilliard approach in a music lesson, a class explores contrasting accents and slurs to create a mysterious...

A head of EYFS explains how accessibility of resources at children's height ensures real choice.

In group, the students develop their compositions ahead of performing as a whole class.

Group work on consonant and dissonant harmony.

A whole school staff session concludes with reflections from teachers.

Juilliard introduces its unique music based curriculum intervention to a whole school staff. As an introductory CPD s...

Working in small groups with a Juilliard Curriculum Specialist, we see how an original spin can be layered on 'Myster...

Juilliard introduces its approach to learning via a music based lesson to a whole school staff. As an introductory CP...

Juilliard's Curriculum Specialists are both professional musicians and educators and can introduce engagement, creati...

Students and a PE teacher reflect on how skills practised in Performing Arts subjects transfer to many subjects, illu...

Problem solving related to thirds and sixths.

This first grade teacher introduces a class on the carpet to superior, more vivid verbs.

These EAL learners in Mexico are improving their spelling.

An extended conversation to improve writing standards between a first grade pupil and his teaching assistant.

Three children of contrasting ability are mentored to explain 52-6=.

Joaquim uses non-standard tools to measure the length of different school supplies.

Children use non-standard tools to measure the length of different school supplies.

Children practise explaining solution strategies to an addition number story.

Joaquim is using the app 'Slice Fractions'. The game helps visualise a whole or equal shares promoting a conceptual u...

Two children are using the app 'Slice Fractions'. The game helps visualise a whole or equal shares promoting a concep...

Two children are using the app 'Slice Fractions'. The game helps visualise a whole or equal shares promoting a concep...

Explores complete integration of IT and core subjects.

The shift in a school to the total integration of IT into subject teaching is further examined.

8th grade students reflect on improving their learning through the use of their Personal Learning Plan.

Raising standards in literacy has benefitted from the Language Arts approach at this school in Mexico.

Sharing data with students and translating targets to student centred language is enabling students to set their own ...

An RTI coach explains how pupils become more successful by teachers observing their work.

Tailoring individual academic experiences, noting areas for opportunity, listening to concerns, sharing strategy base...

We see how diverse data, used daily by pupils, administrators and teachers is enabling challenge in learning for ever...

Ensuring that mission and vision are visible in classrooms and their effects inspire students can be measured is seen...

The academic director and principal of a 5-16 school vision the next five years.

We watch as a teacher interviews students working on their next challenging targets using their personalised learning...

The teacher outlines a French lesson in which children revisit their first year's work by putting together (and later...

Four girls are reading through and annotating their script before performing it.

In this Geography lesson, the teacher introduces a story-boarding activity.

The teacher in this German lesson introduces a collaborative letter-writing activity.

A primary school teacher (and member of the school's senior leadership team) talks about the advantages of sharing a ...

A primary teacher (and member of the school's senior leadership team) reflects on the significance of helping childre...

A high school science teacher (and member of the school's senior leadership team) considers the advantages of sharing...

A member of a high school's senior leadership team (and science teacher) reflects on the school's efforts to help stu...

A primary head-teacher responds to a question about what 'warms his heart' as he walks through the school and sees th...

A primary head-teacher responds to the suggestion that, when he and his colleagues are assessing children's success, ...

A primary head-teacher is asked how it feels to be seen as an innovator in aspects of curriculum development.

Teachers from Nursery and Reception classes reflect on ways to encourage parents to be involved in their children's l...

Nursery and Reception teachers describe how they and their colleagues record, review and plan collaboratively.

After the morning's activities have been introduced, the teacher develops questions about what pirates have on their ...

Introducing the morning's activities on pirates to her mixed YR/Y1 class, the teacher reminds the children of their r...

The children are engaged in a range of planned activities relating to their chosen topic 'pirates'.

Learning partners continue to construct their smoke alarm, experiencing difficulties as well as successes.

The teacher supports and encourages the children in moving to a final successful conclusion.

As the final activity of an introductory lesson on Atoms, the teacher introduces a task requiring pupils to draw a pi...

Following a visit to Forest School, children work with a Teaching Assistant at a light-box.

A visiting professional potter is working on his wheel with Nursery children.

Children in the top set are working on group presentations to showcase their first year of French.

An Early Years teacher reflects on her school's curriculum and shared emphasis on dispositions for learning such as t...

An Early Years teacher is asked how she encourages pupils' engagement.

An Early Years teacher defines learning outcomes.

Pupils from this able French group reflect on a lesson in which they have prepared a presentation to showcase their f...

Boys from this mixed-ability drama group consider aspects of the lesson.

A mixed-ability group of boys continue to discuss their drama lesson with the teacher.

A group of pupils discuss their science lesson (which introduced the topic 'Atoms') with their teacher.

Pupils continue to reflect on their learning and how it was supported in the introductory lesson on Atoms.

Pupils continue to reflect on how their learning was supported in the introductory lesson on Atoms.

Pupils continue to think about how their learning was supported in the introductory lesson on Atoms.

In this PE lesson, a pair of learning partners are designing the layout for a routine to include a range of apparatus...

As this PE lesson continues, two pairs of learning partners are bringing together their separate ideas for a routine ...

Following a visit to the local museum, these nursery children have planned and set up their own museum in the role-pl...

Nursery children meet to reflect on their morning's achievements.

Following a story stimulus, nursery children use a variety of materials to build a bridge which has to be safe enough...

A primary deputy headteacher responds to two prompts.

A mixed ability group of girls reflect on their drama lesson.

Students in this mixed ability group reflect on their attitude to drama lessons and what encourages them to take part.

A mixed ability group of boys continue to reflect on their drama lesson, and consider what made the lesson enjoyable.

A nursery teacher leads children through an exploration of how to release a key from an ice cube so that a box of tre...

Year 1 children discuss the way in which a light source can make shadows.

A year 1 class are revisiting the vocabulary and concepts that they have encountered in a topic on light and dark.

A year 1 class are coming to the end of a topic on light and dark.

A year 6 class are exploring mood and character in paintings.

Paul Black talks about the fundamental features of assessment for learning, building pupils' understanding of the pur...

Paul Black talks about the importance of negotiating success criteria with pupils, making outcomes achievable but at ...

In order for pupils' day to day learning to be meaningful, they need to understand how it fits into the bigger picture.

Paul Black speaks about the challenges for teachers inherent in assessment for learning that requires a rethinking th...

The engagement with learning shown by babies and young children is often not evident in school.

Classrooms where assessment for learning has been implemented can appear and sound very different from conventional c...

Paul Black talks about how assessment for learning touches the core of teachers' work because it relates to the funda...

The teacher leads a lively start to a French lesson with a year 3 class, recapping some vocabulary with the class.

Patricia Broadfoot talks about the distinction between summative and the impact that can have on standards and the c...

Patricia Broadfoot talks about students' understanding of where their learning is going, both in the short term withi...

Verbal and written feedback that supports the student in knowing where to go next is essential to learning.

Patricia Broadfoot talks about how teachers can give students the language of assessment so that students become auto...

Self and peer assessment make sense when assessment is understood as a process of empowering students in their learning.

Patricia Broadfoot talks about the impact that assessment for learning can have for lower attainers including boys, g...

The evidence shows that there is no other educational innovation that has such power to raise standards.

Using a very effective cooking pot analogy, the teacher encourages children to devise and make some sort of alarm by ...

The teacher introduces the idea of a smoke-alarm, and the designing and making task.

Learning partners are working on their smoke alarm.

Having helped pupils to recall what they already know about atoms, the teacher asks them to think about what they wou...

The teacher introduces the new topic 'Atoms', emphasising that this will build on the previous year's work.

Learning partners plan their smoke alarm; the teacher helps them to bring together their two ideas.

Referring back to learning objectives and to the pupils' list (already constructed on the flipchart) of what they hop...

The teacher (with the assistance of a basket of props) reads the class the Very Lazy Ladybird story.

Two practitioners meet to share information and observations about the children's achievements earlier in the day (in...

A group of parents meet for a family learning session run by a teacher.

A Teaching Assistant has come across two boys in the school grounds as they find and look at some mini-beasts.

Groups of children are given the same set of photographs and asked to collaborate in ranking them in order of 'fairne...

KS2 children are involved in the real tasks of designing and making a new Forest School as the original site is becom...

This Drama lesson started with video of sixth-formers acting as if young children.

These children discover new badger holes and footprints as they walk through the woodland on their way to Forest Scho...

Children in this primary school are using an outdoor area close to the school as the stimulus and setting for their p...

The children enjoy observing a bird table outside the window, and feed the birds regularly.

Following their visit to the local museum, these Nursery children meet to remember what they saw and to plan their ow...

Nursery staff meet to finalise details of the forthcoming visit to the local museum.

As part of their preparation for visits to Forest School, these children are learning to sort twigs into categories b...

Following a story-starter, children have explored ways of helping the Very Lazy Ladybird to fly.

A primary teacher (and member of the school's senior leadership team) reflects on the importance of children's awaren...

Boys are engaged in role-play in the pirate ship outside the classroom.

A boy is making a telescope (one of a series of pirate-related activities on offer).

The YR/Y1 class is back together on the carpet after the morning's activities.

As part of their outdoor play, nursery children have helped to construct a train out of cardboard boxes.

Following a visit to their Forest School, primary children plan and make puppets using twigs and other natural materi...

A mixed ability group of boys continue to reflect on their drama lesson.

Children visit their own Forest School to choose and collect materials for printing.

Nursery children explore and discuss artefacts as they visit their local museum.

Why don't we assess across a broad curriculum and acknowledge that learning is complex and uneven?

What does learning look like in successful schools and how does this impact on measured outcomes for pupils?

What is the place of whole books in the curriculum?

What do you want children to experience and achieve?

Mick Waters talks about developing children with growth mindsets and avoiding the pressures of the education system t...

What does good teaching look like inside and outside of the classroom?

What are the elements of the school that leadership can influence?

What are the impacts of accountability? Mick Waters considers the narrowness of current accountability measures.

A year 10 English group explore how poetic techniques can create feelings in the reader.

A group of students from a GCSE Manufacturing course are discussing and evaluating their team work.

In a GCSE Manufacturing group, the teacher leads the students in revisiting the learning intentions and success crite...

A teacher talks about how the role of the teacher changes as assessment for learning is introduced.

A deputy head teacher talks about the characteristics of an assessment for learning classroom.

A deputy head teacher talks about assessment for learning within the context of a year 10 boys GCSE English group.

The fundamental importance of sharing learning intentions and developing success criteria with the learners are empha...

A deputy head teacher talks about the impact of no hands up as a technique for involving all students in classroom di...

In this clip, a deputy head teacher talks about developing procedures and defining roles for group work in conjunctio...

In relation to a year 10 GCSE English group, a deputy head teacher talks about how students have developed feedback s...

A group of students present its analysis of a stanza from Dulce et Decorum Est.

After recapping the previous lesson, the teacher outlines plans for the current lesson and shares intended learning o...

This clip shows an introductory phase of the lesson continuing.

A group of four use valuable time in their unsuccessful search for a group name

Groups are now ready to start preparing written bids which need to reflect their reasoning.

In a mini-plenary, groups share some of their work to date while others evaluate.

The teacher outlines the homework task a group task, but with individual aspects.

This clip shows the consolidation phase of the lesson.

The lesson ends with a review session. Individual and group reflection is followed by feedback and discussion on how ...

Talk partners are used to develop pupils' understanding of how reading helps the development of writing skills and vi...

Through classroom dialogue including the use of talk partners, pupils explore the use of connectives to express diffe...

Through classroom discussion, pupils talk about the techniques and skills they will need to use when comparing charac...

Using pictures as prompts, pupils show their developing understanding of the characters and themes of a book (The Boy...

The benefits of working with whole books through the school year are illustrated in group work where pupils explore t...

Having studied a whole book (The Boy in the Striped Pyjamas) through the year, pupils show how they have developed sk...

A teacher leads a group of pupils in exploring meaning in text, from the book that pupils have been studying through ...

Pupils talk about collaborative learning, the role of success criteria and the role of their personal targets, reflec...

Pupils talk with their teacher about the challenges and benefits of studying whole books and the impact that studying...

During the course of their writing, pupils share what they have produced so far as part of a whole class review.

With whole books at the heart of learning and teaching, an assistant head teacher talks about how her school carries ...

An assistant head teacher talks about the impact of a whole books approach on children's learning and motivation.

A head teacher talks about how learning and teaching based on whole books has engaged and motivated pupils.

A high school teacher reflects on thinking time in her Year 8 lesson, in terms of both how she provides this and how ...

A principal talks about why the foundation stage is vital in terms of both learning and social skills.

A principal explains how skilled observation at EYFS drives next steps of development.

Parents give their views on play-based early years and contrast this to more formal settings.

Practitioner Emma reflects on the clip "releasing the Butterflies.'

A head of EYFS describes how she celebrates and values children's heritage and home language.

Five boys, with a range of heritage languages, play independently with water at a commercially produced set of pipes ...

Children role play in the classroom shop.

Both years in EYFS have been nurturing butterflies and today, they are to be released.

Dolf, an EAL learner, has chosen to work outside and alone.