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In my career, I have had just two original ideas. One is the concept of Janus-faced sentences which are incredibly useful when answering, amongst other things, the writing question on the AQA English Language GCSE Paper 2. The other is to name the series of books on the curriculum I have written with Mary Myatt after Huh, the Egyptian god of endlessness, creativity, fertility and regeneration (we even have an online Academy for teachers named after our curriculum deity!).

My lack of originality has not been a problem, however, because there are lots of people who, over a long period of time, have had a wealth of illuminating insights into how to teach so that pupils learn. In the last 13 years I have honed my understanding of classroom craft according to what I have learnt from those expert practitioners and philosophers.

Earlier this year I catalogued the most influential insights in a post entitled, This much I know about… the principles of curriculum planning in action. Over the next few weeks, in a series of short essays I will exemplify in more detail the following ten key insights, and explain why I think they are so important to progressing pupils’ learning.

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