Feedback is a key component of assessment for learning. This study explored whether a sample of students in Years 3–6 understood their teachers' feedback. The results showed some mismatch between teacher intention and student understanding.

Interviews with primary teachers revealed questions of control of operational curricula. Schools hold significant power over curricula through their organisation, planning, and assessment requirements which sometimes have little educational purpose or benefit. Implications for schools and for teacher agency are discussed.

This article focuses on planning as a strategy for enhancing teacher pedagogical content knowledge.

Here, the focus is on ways to build continuity, coherence, and connections in learning over time.

This article illustrates the potential of using multiple means to help express and develop ideas.

These days we are keen to make the most of our test data, particularly when it comes to informing next steps for teaching and learning. Sometimes we may examine how students have responded to particular questions on a test. This is good practice. It can be very enlightening to see ...

This article explores how the key competency thinking links with 21st century views of teaching and learning.

This has been an excellent year for set: Research Information for Teachers. We have received positive feedback from our readers; researchers have provided us, often unsolicited, worthwhile and thought-provoking items for publication; and our reviewers have ensured that the usual high quality of articles has been maintained.

The purpose ...

A series in which we ask a leading researcher to distil three key ideas from their work over the years.

At Westburn Primary School, Christchurch, the author worked with Years 1–4 children on a devised theatre work for a formal production. The fundamental principles of devising theatre inform discussion of the process (scaffold) of creation.