I've made a blog-post where all the resources I've shared - from science curriculum documents to tier two vocabulary lists - can be downloaded. Help yourself! primarycolour.home.blog/2019…

It gets even more wild. MfL was Dulingo And everything bar writing and reading was IXL!

I get tech moved fast, but when the hype train for Alpha really began to take off, this so called AI- first learning, get everything done in 2 hours, they were using IXL. Not for revision. As their initial instruction.

#rEDEastAnglia 📅 Saturday 13th June 🏫 Mildenhall College Academy 🎟️ Last few days to buy tickets 💫 Don't miss out! ⬇️ More info and to buy tickets: lnkd.in/e8Wv9MvR

I’m showcasing my new resource Problem-Solving Sequences on these dates (20 minutes). Have a look, tell me what you think! Discount code to everyone who comes: garethmetcalfe.com/2026/06/0…

An✨epic✨group of voices coming to #rEDEastAnglia in Suffolk on 13 June, including a Keynote from @Counsell_C! ✈️ This amount of INCREDIBLE expertise under one roof... don't miss it! 🤩 📍Book now: tinyurl.com/mryr325c #TransformingPD @tombennett71 @hgaldinoshea @AcademyTrust

🚨New paper released today: 10 Common SEN Mis(Interventions)—An Evidence Summary steplab.co/news/common-sen-m… Supporting students with Special Educational Needs (SEN) is a vital and growing challenge for schools. But it’s not straightforward. Learning is complex, marketing claims are confident, and the evidence is often hard to access. As a result, we can sometimes end up adopting approaches which are less effective than we initially think. For some, this may well be uncomfortable reading. As a profession, many of us have put time, effort and belief into these things, and lots will have seen students who looked like they were getting something from it. However, it’s essential that we temper our intuition with evidence, because ultimately: our most vulnerable students deserve it. This new paper co-authored with @Barker_J is an attempt to raise the visibility of the best available evidence around several commonly used SEN interventions. For each, we provide an overview of what the research says, offer a more informed approach, and provide a suite of rigorous links to help you get started. We hope it will serve as a useful resource and over time: push us to be even more 'evidence demanding' as a profession. As ever, let me know what you think. If you have pushes or suggestions for how this paper could be better, hit reply and give it to me straight. 👊

A fantastic start to the day, Meaningful Reading Lessons led by Christopher Such. So many ideas to take back and implement in the classroom! @Suchmo83 📚

All set for our Reading and Writing Conference today! 📚✏️ We are in for a treat with our fabulous guest speakers, Christopher Such, Helen Rutter and Professor Teresa Cremin CBE. We can't wait to welcome everyone! @TeresaCremin @Suchmo83 #WritingForPleasure #ReadingFluency📚✏️📚

I highly recommend you read everything @jon_hutchinson_ has to say on this subject (and every other subject, frankly).

Dropping @Suchmo83 reading comprehension map to remind us that reading comp *isn't simple*

It's fantastic! Here's a video explaining- youtu.be/JvtUxB5WM1k?si=efcY…

Another fantastic speaker at #rEDEastAnglia this summer! @Suchmo83's session identifies the valuable research that will help you support every pupil to become a confident reader 📖 🎟️Get tickets: tinyurl.com/57e67vsm @researchED1 #reading #literacy #researchED #teacherCPD

Delighted to share my latest blog, written with the TTRS team. Here, I look at how to explore the same multiplicative big idea in different ways. The examples I give, used in KS2 classrooms, have given me some of my favourite teaching moments: ttrockstars.com/open-mic-exp…

"Reading lessons involve precious little actual reading, especially of whole texts. There is a lack of text discussions aimed at developing pupils’ appreciation of written language and their active, personal role in reading." In England, they are grappling with the same issues as US schools. From @Suchmo83's latest:

Very happy to arrive home to my book today. Thank you @Suchmo83 Still buzzing to have won this 😊

Huge misconception in education: that every lesson, activity, etc. has a 1-1 corresponding skill outcome that must be observable and assessable. "Why are you reading aloud to 8th graders? Can't they read?" "Yes. But my reading to them is enriching their souls. So hush up."

📢 3 more expert speakers, 3 exciting, research-led perspectives, 1 powerful day of professional learning – @Suchmo83, @AmandaWilson910 & Charity Novick are joining #rEDEastAnglia at @MilCollege this June! ✈️ 👉 Book now: tinyurl.com/mryr325c #TransformingPD #TransformingLives

This is likely to get some pushback. Everyone knows how hard parenting is and any finger pointing raises hackles. But it’s worth saying that lots of teachers - and indeed parents - are saying this privately. It’s a conversation politicians find hard to open, but needs to be had.

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Great thread.