Sandringham School Learning and Teaching newsletter Summer 2019

Sandringham Learning Journal volume 7

Volume 7 of the Sandringham Learning Journal has been published. In the words of noted curriculum and school improvement expert, Mary Myatt:

There were so many interesting elements in every section, but I was particularly struck by the nuanced commentaries on teaching the high prior attainers and the insights from Rachel Potter on working with low prior attaining students and capturing their imaginations and curiosity. Particularly pleased to see how they are hungry to learn and that they have the capacity to exceed our expectations. Also, an excellent idea on using a podcast as stimulus for a departmental meeting in maths - genius! Great to see work on collegiate leadership drawing on Hargreaves and others; the creating of a year ethos, very reflective; very powerful discussion of sexism; an excellent piece on autism in girls and a reflection on the nuances of friendship groups; brilliant short piece on teacher’s behaviour; a smashing piece on networking by you Karen - love the grid at the start of the piece; the power of learning journals, particularly in helping us to recall what has gone well; wonderful to see reflections on working with NQTs; teaching out of your comfort zone, very reassuring; love the references to Marie Kondo and joy!; and a very thoughtful piece on maternity leave…

Reading Fluency Research Project

Kelly Bulbeck discusses a research project based upon the EEF Guidance Report on Key Stage 2 Literacy where the goal is to improve reading fluency and comprehension.

This work was undertaken with Herts for Learning and more information on the wider project can be found in the link below:


Retrieval and Retention

How can students make more effective use of flashcards to improve retrieval? Read on for this tip from Lucy Haseler on a simple technique that uses the theories of space retrieval to improve retention in long term memory.

Jo Russell provides some advice and downloadable templates to use in lessons to improve retrieval and retention via scaffolds and practice


David Williams discusses how reframing exam questions can support students to develop metacognitive skills

A reminder that our 25 strategies for developing metacognition and self-regulation, linked to the EEF Guidance Report are still available. How about a new teaching year commitment to try something different?


TeachFest was a joyous celebration of teaching ideas and strategies, all wrapped up with bunting, popcorn, sweets and ice cream. Follow the link below for a taster of the range of mini-workshops on offer, in this case strategies for Active Discussion, how to use Art integrated into other subjects and the mindfulness activity of Zentangles!

First Impressions Count!

Nicola Gunton reflects on a talk by Sam Pullan on how non-verbal actions over short periods can be a surprisingly accurate indicator for teacher evaluations.


Advice on successful strategies for inclusion for learners with SEND

Numeracy Key Concepts

Q: How best to teach numeracy concepts if you are a non-specialist in Science, Economics, Geography etc?

A: In a way consistent with the Maths department!

Students will feel comfortable with familiar approaches and this will build their confidence. it will also give teachers confidence that they are tackling these concepts in the 'right' way. This collection of one-pagers will grow over time

Report Abuse

If you feel that this video content violates the Adobe Terms of Use, you may report this content by filling out this quick form.

To report a copyright violation, please follow the DMCA section in the Terms of Use.