Primary Education Network
The University of Nottingham retired its blog service in December 2025.
Below is a list of preserved posts from the Primary Education Network blog. The blog is being continued on a new site: https://teachereducationnetwork.org.uk/
- A change of perspective: the explanatory power of varied examples
- A classroom for everyone – designing an inclusive learning environment
- A collaborative approach to research-informed teaching
- A Dialogic stance
- A dog’s life?
- An Early Years ‘PISA’, Good-Level washback and the forgotten areas of learning.
- Anti-racism within Initial Teacher Education
- Are textbooks in the primary school the answer? To what problem?
- Assessment records in the early years: Reducing workload or reducing quality?
- Building communities of engaged readers: an exciting opportunity for local primary teachers
- Building confidence in using music in primary schools
- Children reading in lockdown
- Classroom practice in 2020: adaptation and opportunity?
- Counting Collections: the importance of manipulating objects in early number learning
- Crafting mathematical learning journeys for children: the power of board work
- Creativity…risky business or essential to learning?
- Enhancing the writing process with technology: practical insights for teachers
- Finding a place for inquiry
- Foundation for What? Issues in EYFS continuity and an integrated pedagogy for KS1
- From caveman to concepts: Making history count in the primary classroom
- From teaching world religions to teaching worldviews: Looking for the stories
- Getting them out there: the importance of fieldwork in Geography and getting students in the zone to notice
- Good habits? Habits of mind and mastery in the primary mathematics classroom
- Harnessing the power of story to promote mathematical learning
- Have we dropped the ball? Promoting PE in the primary curriculum.
- Higher-order questions or questioning for higher-order thinking?
- Homework – what is it and is this what we really want it to be?
- How can schools create a sense of belonging for beginning teachers?
- How can the building of ‘relationships’ maintain good classroom management?
- How can we support male primary teachers?
- How dogs could make children better readers
- How to make the world a better place: teach children how to think
- Is it possible to abolish primary homework? A view from Norway
- Learning to be a subject advocate
- Learning to teach through immersive practice
- Let’s talk about oracy
- Life on the ‘tricky table’
- “Line up: boy, girl, boy, girl”: Revisiting gender labels in the primary school
- Making a play for drama in the primary classroom
- Making History Count in the Primary Classroom: digging deeper into Ofsted’s primary history review.
- Map-making, path-finding, and bridge-building: closing the gap between working-class pupils and their peers.
- Mathematics Shanghai style
- Modelling: some thoughts on thinking aloud
- Moving beyond rigidly sticking to ‘My-turn, Our-turn, Your-turn’
- My science teacher is telling tales
- Ofsted versus Early Years? The debate about ‘poorly planned play’
- Oracy in the classroom: making space for authentic voices
- Outdoor learning: a waste of space?
- Paving the path to happiness: supporting children’s mental health in the primary classroom
- PE is just playing sport…right?
- Planning for possibilities
- Playing with possibilities at the Nottingham Playhouse
- Practice makes perfect
- Primary-Secondary transition
- Realising the wider purpose of teaching Modern Languages through integrative approaches
- Reconsidering the role of deliberate practice in teacher education
- Remember remember …
- Social Justice, Anti-racism, and Decolonisation: what place do they have in Teacher Education?
- Spatial thinking: the missing piece in mathematics education?
- Spreading the Word: Podcasting in the Primary Classroom
- Staying centred: what are a teacher’s core practices?
- Storytelling in the classroom: the teacher’s role
- Subject knowledge for primary teachers: the power of community?
- Supporting learners with dyscalculia and maths difficulties in the primary classroom
- Teacher resilience in Covid times
- Teachers and research evidence: building engagement
- Teachers’ changing professional identity
- The Importance of a Daily Whole-Class Read – Enjoying a Book for a Book’s Sake
- The importance of memory in learning
- The importance of stakeholders within subject leadership
- The Never-Ending Story of EYFS Assessment
- The Power of an Immersive Curriculum
- The power of picture books in the primary classroom
- The Rights of the Mathematician
- The world in your classroom: using technology to inspire and engage
- Three domains of literacy
- Tuning in to expert teachers: seeing beneath the surface of classroom practice
- Under the Microscope: a closer look at Ofsted’s science research review
- Understanding comprehension
- Using quality children’s literature in the classroom: it’s win win!
- Using visual models to solve problems and explore relationships in Mathematics: beyond concrete, pictorial, abstract – Part 1
- Using visual models to solve problems and explore relationships in Mathematics lessons – Part 2 (putting the theory into Practice)
- We need to talk: four implications for primary schools of the Oracy Education Commission’s report.
- What are the signature pedagogies of teacher education?
- What do we mean by ‘Character Education’?
- What do we mean by school-ready?
- What does continuous provision mean to you?
- What happens when children in your primary classroom do not see themselves represented in the curriculum?
- When Less is More: Learning from professional development opportunities
- Why don’t you build me up, buttercup? A Forest School recovery plan.
- Why Philosophy with children?