Skip to content
  • Support
    • Making the most of the Hub
    • Finding further support
    • Becoming a teacher
    • Supporting Early Career Teachers
    • The Teachers’ Standards
    • The Early Career Framework
    • Hub contributors
    • Glossary of terms
  • Learning
    • Principles of Instruction
    • 1: High Expectations
    • 2: How Pupils Learn
    • 3: Subject and Curriculum
    • 4: Classroom Practice
    • 5: Adaptive Teaching
    • 6: Assessment
    • 7: Managing Behaviour
    • 8: Professional Behaviours
  • Chartered College
    • Membership
    • MyCollege
    • Impact journal
  • Join Us
Menu
  • Support
    • Making the most of the Hub
    • Finding further support
    • Becoming a teacher
    • Supporting Early Career Teachers
    • The Teachers’ Standards
    • The Early Career Framework
    • Hub contributors
    • Glossary of terms
  • Learning
    • Principles of Instruction
    • 1: High Expectations
    • 2: How Pupils Learn
    • 3: Subject and Curriculum
    • 4: Classroom Practice
    • 5: Adaptive Teaching
    • 6: Assessment
    • 7: Managing Behaviour
    • 8: Professional Behaviours
  • Chartered College
    • Membership
    • MyCollege
    • Impact journal
  • Join Us
  • Hub home
  • Support
    • Making the most of the Hub
    • Finding further support
    • Becoming a teacher
    • Supporting Early Career Teachers
    • The Teachers’ Standards
    • The Early Career Framework
    • Hub Contributors
    • Glossary of terms
  • Learning
    • Principles of Instruction
    • 1: High Expectations
    • 2: How Pupils Learn
    • 3: Subject and Curriculum
    • 4: Classroom Practice
    • 5: Adaptive Teaching
    • 6: Assessment
    • 7: Managing Behaviour
    • 8: Professional Behaviours
  • Chartered College
    • Chartered College Membership
    • MyCollege
    • Impact journal
    • The ECF Handbook
  • Login
Menu
  • Hub home
  • Support
    • Making the most of the Hub
    • Finding further support
    • Becoming a teacher
    • Supporting Early Career Teachers
    • The Teachers’ Standards
    • The Early Career Framework
    • Hub Contributors
    • Glossary of terms
  • Learning
    • Principles of Instruction
    • 1: High Expectations
    • 2: How Pupils Learn
    • 3: Subject and Curriculum
    • 4: Classroom Practice
    • 5: Adaptive Teaching
    • 6: Assessment
    • 7: Managing Behaviour
    • 8: Professional Behaviours
  • Chartered College
    • Chartered College Membership
    • MyCollege
    • Impact journal
    • The ECF Handbook
  • Login
  • Login
Menu
  • Login

Tag: Teaching assistants

Wider Reading

Making best use of teaching assistants: recommendations summary

Read More »
Education Endowment Foundation
Wider Reading

Deployment and Impact of Support Staff in Schools and the Impact of the National Agreement

Read More »
Department for Children, Schools and Families
Wider Reading

Making Best Use of Teaching Assistants

Read More »
Education Endowment Foundation
Article

Meeting individual needs and working alongside support staff in primary

Read More »
Matthew Shurlock
Article

Strictly classroom: Why knowing your dance routine can help you maximise the contribution and impact of teaching assistants

Read More »
Rob Webster

You’re viewing this site as a guest, which only allows you to view some content.

To get access to everything, as well as to save bookmarks, track your reading and more, you can join the Chartered College of Teaching (it’s free for trainee teachers and half price for NQTs). If you’re already a member, log in now for full access.

Browse by ECF section

  • 1: High Expectations
  • 2: How Pupils Learn
  • 3: Subject and Curriculum
  • 4: Classroom Practice
  • 5: Adaptive Teaching
  • 6: Assessment
  • 7: Managing Behaviour
  • 8: Professional Behaviours
  • Becoming a teacher
  • Supporting Early Career Teachers

Browse by tag

Assessment Behaviour for learning Coaching Cognitive load theory Cognitive science Collaboration CPD Curriculum DfE References EAL ECF Section 3 ECF Section 4 ECF Section 5 ECF Section 6 ECF Section 7 ECF Section 8 Expertise EYFS Feedback Finding a job High expectations Lemov Lesson planning Meeting individual needs Memory Mentoring Metacognition Misconceptions Modelling Motivation Oracy Parental engagement Pastoral care Questioning Reflective practice Retrieval practice Scaffolding SEND Spacing and interleaving Subject knowledge Teaching assistants Technology Wellbeing Worked examples Workload

Recent Posts

  • Verbal feedback in secondary drama
  • Verbal feedback in primary maths
  • Verbal feedback in primary English
  • Remote coaching
  • Instructional Strategies for pupils with Speech, Language and Communication Needs

Search

CCT logo inverse-01

Supported by:

Quick Links

  • My College Home
  • Chartered College Website
  • Impact Journal
  • Privacy Policy
  • Terms of Use
Menu
  • My College Home
  • Chartered College Website
  • Impact Journal
  • Privacy Policy
  • Terms of Use

Contact

Facebook-f
Twitter
Linkedin
Youtube

Pears Pavilion
Coram Campus
41 Brunswick Square
London WC1N 1AZ

hello@chartered.college
020 3433 7624

© 2020 Chartered College of Teaching