Monthly Archives: April 2019

Explicit Vocabulary Instruction: Ideas for Primary Schools

Over the past few years we have been embedding explicit vocabulary instruction as a key whole-school literacy strategy here at Durrington. You can read about our vocabulary work here. As part of developing this area of our curriculum, we are … Continue reading

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Explaining through Dual Coding

One of the greatest benefits of the worlds of cognitive science and teaching becoming more closely aligned, has been that a profession that relies so heavily on effective explanations has been given clear guidance on how to do it successfully. Dual Coding Theory, as … Continue reading

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Helping parents to help our students

One of the most recent EEF guidance reports ‘Working with parents to support children’s learning‘ explores the ongoing issue of how schools can get better at engaging parents.  It’s a really useful document, that highlights some important points: The evidence … Continue reading

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