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Embodied cognition is a concept in educational psychology that proposes that learning is not merely a cognitive process but fundamentally intertwined with physical actions and the environment. This article explores the research underpinning embodied cognition and provides examples of how it may be applied to a range of curriculum subjects.

One of the critical facets of the Essentials Curriculum is its emphasis on the repetition of knowledge throughout the educational milestones. This repetition is deliberate, aiming to surpass the National Curriculum requirements to fortify students' understanding and mastery. This article demonstrates practical ways to implement such repetition.

Pedagogical Content Knowledge (PCK) is a concept that seeks to bridge the gap between subject matter content and teaching methodology. Effective teaching requires not just knowledge of the subject matter, but also the ability to convey it in a pedagogically sound manner

This blog post delves into the importance of aligning the three central dimensions of the curriculum: the Intended, Enacted, and Learnt Curriculum. This alignment is pivotal for achieving successful educational outcomes.

I formerly categorised the stages of learning as Basic, Advancing, and Deep. However, these terms lacked the descriptive power to convey the cognitive processes involved at each level. So, I've transitioned to a new terminology—Remembering, Knowing, and Reasoning—that more precisely encapsulates what occurs at each stage of academic progress.

Metacognition and self-regulation are pivotal for effective learning. Metacognition involves understanding cognitive processes, while self-regulation entails controlling learning. This post explores their benefits in classrooms, drawing from research highlighting positive outcomes.