As teachers, our time is precious and so we must ensure that we are not only engaging with methods that can help our students to progress, but also engaging in those that do not add unnecessarily to our workload. Thinking critically about evidence is key if we are have meaningful impact on our pupils, manage our workloads, and maintain our wellbeing.
Recently a number of high profile research studies have shown that many of the commonly adopted practices across our schools have not been founded in robust evidence. Let's take a look at some of these practices to see if you can identify the myths.
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Developing subject expertise in primary
This case study is written by Robbie Burns, a primary school teacher and humanities leader. As you read this case study, reflect on the approaches
