Children are involved in two related activities. First, they look for, discuss and draw mini-beasts. Then they make m...

A group of children visit the school's own Forest School.

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

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

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

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

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

The teacher introduces a quiz; although pupils may discuss their ideas, final responses are to be individual.

The teacher introduces the Secret Text task which involves groups in working collaboratively, and with limited time, ...

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

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

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

Learning partners are working on their smoke alarm.

The teacher gives the class resources for the smoke-alarm task.

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

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

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

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

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

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

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

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

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

As part of a theme of exploring languages and the similarities between them, year 3 children match number names in Fr...

Year 3 children revisit French number names in a song.