In this session we will look at cognitive overload and the impact on our students. Put simply, cognitive overload is a situation where one is given too much information at once, or too many simultaneous tasks, resulting in not being able to perform or process the information as it would otherwise happen if the amount […]

The EEF tells us that Metacognition and self-regulation approaches to teaching support pupils to think about their own learning more explicitly, often by teaching them specific strategies for planning, monitoring, and evaluating their learning. Interventions are usually designed to give pupils a repertoire of strategies to choose from and the skills to select the most suitable […]

This celebratory event gives us the chance to reflect on the year and share good practice.