# data[].attributes.headline
mr barton maths- links to articles on CLT

# data[].attributes.subject
mr barton maths- links to articles on CLT

# data[].attributes.attachment_link.title
Recommended Educational Research Papers for Teachers to Read on Mr Barton Maths

# data[].attributes.attachment_link.description
Dylan Wiliam described Cognitive Load Theory as "the single most important thing for teachers to know", and I have to agree. I find it provides rationale and practical strategies for the principles of Explicit Instruction discussed in the previous section, and it has transformed the way I teach.

# data[].attributes.headline
kolb: 8 Things To Know About the Experiential Learning Cycle (FULL)

# data[].attributes.subject
kolb: 8 Things To Know About the Experiential Learning Cycle (FULL)

# data[].attributes.attachment_link.title
8 Things To Know About the Experiential Learning Cycle (FULL)

# data[].attributes.headline
What happens when you remove the hippocampus  - Sam Kean

# data[].attributes.subject
What happens when you remove the hippocampus  - Sam Kean

# data[].attributes.attachment_link.title
What happens when you remove the hippocampus? - Sam Kean

# data[].attributes.headline
cognitive load theory: implications for instruction course design

# data[].attributes.subject
cognitive load theory: implications for instruction course design

# data[].attributes.headline
Government response to consultation on transforming children and young people's mental health

# data[].attributes.subject
Government response to consultation on transforming children and young people's mental health

# data[].attributes.headline
Transforming children and young people's mental health provision: green paper

# data[].attributes.subject
Transforming children and young people's mental health provision: green paper

# data[].attributes.headline
Future in mind: Promoting, protecting and improving our children and young people’s mental health and wellbeing

# data[].attributes.subject
Future in mind: Promoting, protecting and improving our children and young people’s mental health and wellbeing

# data[].attributes.attachment_link.readable_text
We work with young people, parents and carers, schools, colleges, universities and employers.

All our work is based on sound evidence. It gives people the confidence and skills to look after their mental health.

Charlie sits at the heart of our story, our vision and our purpose.

# data[].attributes.attachment_link.title
Charlie Waller Trust, mental health charity

# data[].attributes.attachment_link.description
We understand mental health. Our aim is to educate young people, & those with responsibility for them, about their mental health & wellbeing. The Charlie Waller Trust was created by the Waller family in 1997 in response to the loss of their son and brother Charlie to suicide having suffered from depression.

# data[].attributes.headline
Dr Bill Rogers - Managing the Difficult Class

# data[].attributes.subject
Dr Bill Rogers - Managing the Difficult Class

# data[].attributes.attachment_link.title
Dr Bill Rogers - Managing the Difficult Class

# data[].attributes.headline
Rule 47 Working to improve classroom climate

# data[].attributes.subject
Rule 47 Working to improve classroom climate

# data[].attributes.attachment_link.title
"Rule 47" Working to improve classroom climate

# data[].attributes.headline
Terryn Haydn lecture (Series  The Teachers TV ITE Lectures, Episode 1  Classroom Management, 2008, pt1)

# data[].attributes.subject
Terryn Haydn lecture (Series  The Teachers TV ITE Lectures, Episode 1  Classroom Management, 2008, pt1)

# data[].attributes.attachment_link.title
Series: The Teachers TV ITE Lectures, Episode 1: Classroom Management, 2008, 40:43 mins

# data[].attributes.headline
zero tolerance school policies 'inhumane'

# data[].attributes.subject
zero tolerance school policies 'inhumane'

# data[].attributes.headline
Differences of Extrinsic and Intrinsic Motivation

# data[].attributes.subject
Differences of Extrinsic and Intrinsic Motivation

# data[].attributes.attachment_link.title
Differences of Extrinsic and Intrinsic Motivation

# data[].attributes.headline
transcript of discussion on SEND video (start - 11 mins)

# data[].attributes.subject
transcript of discussion on SEND video (start - 11 mins)

# data[].attributes.headline
link to the extract from the video on mmutube (eastlea school) (approx 20 mins)

# data[].attributes.subject
link to the extract from the video on mmutube (eastlea school) (approx 20 mins)

# data[].attributes.attachment_link.title
Inclusion Working 2017 – [Subtitled] Eastlea Community Secondary, Newham, East London, England

# data[].attributes.headline
link to critical studies videos on mmutube

# data[].attributes.subject
link to critical studies videos on mmutube

# data[].attributes.headline
E. D. Hirsch on ‘Forging A Common Language Community in Education’

# data[].attributes.subject
E. D. Hirsch on ‘Forging A Common Language Community in Education’

# data[].attributes.attachment_link.title
E. D. Hirsch on ‘Forging A Common Language Community in Education’

# data[].attributes.headline
Transcript: Forging a Common Language Community In Education (Hirsch)

# data[].attributes.subject
Transcript: Forging a Common Language Community In Education (Hirsch)

# data[].attributes.headline
Yandell: Culture, Knowledge and Power: What the Conservatives have Learnt from E.D. Hirsch

# data[].attributes.subject
Yandell: Culture, Knowledge and Power: What the Conservatives have Learnt from E.D. Hirsch

# data[].attributes.headline
Reid: What's your philosophy of education? 

# data[].attributes.subject
Reid: What's your philosophy of education? 

# data[].attributes.headline
Mathematics programmes of study: key stage 3 (National Curriculum)

# data[].attributes.subject
Mathematics programmes of study: key stage 3 (National Curriculum)

# data[].attributes.headline
Mathematics programmes of study: key stage 4 (National Curriculum)

# data[].attributes.subject
Mathematics programmes of study: key stage 4 (National Curriculum)

# data[].attributes.headline
Teaching and learning geometry 11-19: Report of a Royal Society / Joint Mathematical Council working group

# data[].attributes.subject
Teaching and learning geometry 11-19: Report of a Royal Society / Joint Mathematical Council working group

# data[].attributes.attachment_link.title
JMC Teaching and Learning geometry 11-19 report 9992

# data[].attributes.headline
MathematicsGCSE subject content and assessment objectives

# data[].attributes.subject
MathematicsGCSE subject content and assessment objectives

# data[].attributes.headline
Purposes and principles of assessment (2002)

# data[].attributes.subject
Purposes and principles of assessment (2002)

# data[].attributes.headline
Understanding assessment: its role in safeguardingacademic standards and quality in higher education (QAA, 2012)

# data[].attributes.subject
Understanding assessment: its role in safeguardingacademic standards and quality in higher education (QAA, 2012)

# data[].attributes.headline
How to stretch and challenge your students (TES New Teachers)

# data[].attributes.subject
How to stretch and challenge your students (TES New Teachers)

# data[].attributes.attachment_link.title
How to stretch and challenge your students _ TES New Teachers

# data[].attributes.headline
Managing challenging behaviour (Ofsted, 2005)

# data[].attributes.subject
Managing challenging behaviour (Ofsted, 2005)

# data[].attributes.attachment_link.title
Managing challenging behaviour (PDF format)

# data[].attributes.headline
Revised Prevent duty guidance: for England and Wales (2019)

# data[].attributes.subject
Revised Prevent duty guidance: for England and Wales (2019)

# data[].attributes.headline
Prevent Duty: Guidance For Further Education England Wales -Interactive

# data[].attributes.subject
Prevent Duty: Guidance For Further Education England Wales -Interactive

# data[].attributes.body
Prevent (the anti-radicalisation) duty

# data[].attributes.headline
Teaching Strategies, Methods and Domains

# data[].attributes.subject
Teaching Strategies, Methods and Domains

# data[].attributes.headline
Differentiation in teaching, learning and assessment

# data[].attributes.subject
Differentiation in teaching, learning and assessment

# data[].attributes.attachment_link.title
Differentiation in teaching, learning and assessment

# data[].attributes.headline
Teachers’ Standards: Goverment guidance (2011 - this is the latest version)

# data[].attributes.subject
Teachers’ Standards: Goverment guidance (2011 - this is the latest version)

# data[].attributes.headline
Teachers’ Standards: How should they be used?

# data[].attributes.subject
Teachers’ Standards: How should they be used?

# data[].attributes.body
Keeping children safe in education (2020)

# data[].attributes.body
Keeping children safe in education - part 1 (2019)

# data[].attributes.body
Keeping children safe in education (2019)

# data[].attributes.headline
Mathematics Appendix 1: Examples of formal written methods for addition, subtraction, multiplication anddivision

# data[].attributes.subject
Mathematics Appendix 1: Examples of formal written methods for addition, subtraction, multiplication anddivision