I am the Assistant Head (Teaching and Learning) at Heathfield School and an advocate of evidence-based pedagogy. I regularly contribute to the Structural Learning newsletter, translating research into practice for pupils, parents, and teachers. I am particularly interested in the impact that student-led pedagogical teams can have on students, teachers, and school culture. I have been a teacher for seventeen years and have experience working in state, international, and independent secondary schools. I teach KS3, GCSE, and A-Level Mathematics, including all elements of A-Level Further Mathematics.
Alongside this, I have also taught A-Level Psychology and GCSE Physics. I was Head of Mathematics for nine years before joining the Senior Leadership Team at my current school. I am now responsible for recruitment and staff development, partnerships with other schools and charities, and working with subject leaders across the school to continually improve the quality of teaching and learning.
How should students approach revision and what are the best study techniques?
What is working memory, and why should we consider it when planning and delivering classroom lessons?
Zoe Benjamin provides us with a brief explanation of Cognitive Load Theory and what it means in her classroom.
Zoe Benjamin explains Heathfield Schools whole-school approach to promoting students’ wellbeing.
What are the key memory studies that we should consider when designing lessons?
What are gifted and talented learners and should we be using such labels in our schools to group children?
What does the research say about student mindset resilience and motivation?