Blog

While memory is often defined as the retrieval of information from long-term storage, this narrow view risks reducing learning to passive recall. Drawing on cognitive science, this blog reframes memory as a dynamic construct involving remembering, knowing, and reasoning — all essential for usable knowledge. It argues that strategies like retrieval practice are effective for recall but insufficient for deeper understanding. To bridge this gap, the blog makes the case for explicitly teaching metacognition and oracy. These approaches equip pupils with the cognitive and communicative tools to connect, organise, and apply their knowledge, transforming memory from static storage into a flexible, functional system for thinking and learning.

We often tell pupils that mistakes are part of learning — but what if we designed lessons to depend on them?“ Learning traps,” deliberate set-ups that help students learn through their mistakes, are not about tricking them but about crafting situations where getting it wrong becomes the most powerful route to getting it right. They expose faulty reasoning, common misconceptions, or surface-level thinking to deepen understanding. It’s a strategy as old as Socratic dialogue and as sharp as a well-set maths problem. And the evidence supports it. In this blog, you’ll discover five practical types of learning traps — from the ‘almost-right answer’ to the ‘fake success’ trap — each illustrated with classroom examples across subjects. You’ll also find guidance on how to use traps responsibly, along with references to key research on productive failure, retrieval, and metacognitive development.

Enquiry-based learning is a pedagogical approach that lies at the heart of many curricula, such as the International Baccalaureate (IB) Primary Years Programme (PYP) and the International Primary Curriculum (IPC). It encourages students to ask questions, explore ideas, and construct their understanding of the world. However, this approach also raises important questions about its effectiveness for all learners, mainly when prior knowledge is limited.This blog explores the relationship between enquiry-based learning and prior knowledge, highlighting research supporting the need to balance discovery and foundational understanding.

Picture the scene: Classrooms are buzzing with conversation, students debating ideas, explaining their reasoning, and building on each other’s contributions. But what’s the purpose of all this talk? Is it simply a by-product of learning, or could it be something much more? The answer lies in understanding two complementary approaches: learning through talk and learning to talk. These concepts, when combined, create a powerful framework that builds effective communication skills and deepens students' learning across the curriculum.

Oracy—the ability to express oneself fluently and confidently through spoken language—remains one of the most overlooked yet essential disciplines in education today. While literacy and numeracy often dominate educational priorities, oracy is increasingly recognised as the key to unlocking deeper learning, critical thinking, social mobility, and employability across all subject areas. Despite its importance, oracy continues to receive limited attention in many curricula worldwide.In this blog, we will explore the benefits of oracy, the research supporting its integration into classroom practice, and how teachers can make it an integral part of the curriculum.

Making predictions is a critical skill in learning that spans all subjects and year groups. However, one of the most significant barriers to developing this skill in students is their fear of being wrong. This fear can stifle creativity, hinder learning, and prevent students from engaging fully with the material. As teachers, it is essential to create a classroom environment that values the process of thinking and exploration over the correctness of answers. A powerful tool in achieving this is teaching and using tentative language. This blog will explore how to foster such an environment and provide practical strategies for incorporating tentative language into prediction activities.