Tag: literacy

The importance of writing (and metacognition, of course!)

12 October 2018

As a Research School, we were delighted to see the emphasis being placed on metacognition in the new Improving Secondary Science Guidance Report; it felt like everything was joining up into a coherent whole! […]

Author: Karen Roskilly - Sandringham Research School Lead
Posted on: 12 October 2018
Posted in: Blog
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Preparing for linear exams course – day two

25 February 2018

On Tuesday 6th February, the Sandringham Research School welcomed delegates back to the second of our three day course on ‘Maximising achievement in linear exams’. In this blog, I signpost some of the research evidence we examined and reflect on what delegates found helpful. […]

Author: Dr Caroline Creaby, Sandringham Research School Director
Posted on: 25 February 2018
Posted in: Blog
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Maximising achievement in linear exams

09:00 on 9 January 2018–15:00 on 5 March 2018

With the introduction of more challenging GCSE and A level courses, combined with linear assessment,  students are tasked with learning more and retaining it for longer.  This course is designed to equip teachers and school leaders with evidence based tools to meet this challenge successfully.  Drawing on research from education and the science of learning, […]

Posted on: 8 November 2017
Posted in: Events, Training/CPD
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Early Language Development: EEF Report October 2017

17 October 2017

A new review of the evidence on early language development, commissioned by the EEF in partnership with Public Health England, has examined the most effective ways to support young children with delays in their early language development. […]

Author: Karen Roskilly: Sandringham School Research Lead
Posted on: 17 October 2017
Posted in: Evidence
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New EEF report: Good literacy skills crucial to closing attainment gap in Science

17 October 2017

A review of evidence by researchers at the Department of Education, University of Oxford has been conducted for the EEF and The Royal Society with the core aim of ‘identifying the interventions and approaches for which there is evidence of a positive impact on young people’s learning outcomes, particularly those from disadvantaged backgrounds’. […]

Author: Kate Mouncey: Sandringham Research School Lead
Posted on: 17 October 2017
Posted in: Blog
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