primary & secondary education

The Future of Teaching and Learning 2020

primary & secondary education

08:45 - 16:30

Thursday 1 October 2020

Central London

Early Bird Discount Offer 10% off all advertised rates for a limited time only. Discount available to public / voluntary organisations only.

Over 20 leading speakers already confirmed including

three Global Teacher Prize Finalists.


This teaching and learning event will provide a unique opportunity to evaluate effective, evidence-based teaching techniques and learning methods, adaptable across every school setting, to improve the standard of education in your school, and the quality of teacher development.

With the June 2020 Great Teaching Toolkit Evidence Review having identified that a personal curriculum for teacher learning, formative and actionable feedback, and peer networks as three core elements required to ensure effective teaching, those with a focus on Maths, Science or Geography will move into subject-specific streams, to engage with subject peers in a series of interactive sessions and workshops facilitated by exam boards, subject associations, and award-winning practitioners.

Outstanding pedagogy will be the core theme that runs through the day, as Ofsted and the Chartered College of Teaching offer their reflections, requirements and recommendations for the future of teaching.

Discussions will also be had on the long-term impact that remote learning, due to school closures because of COVID-19, will have on the future of teaching, including by looking at best practice remote learning models from Finland, and how to adapt classroom practices to account for the time spent out of school. With the June 2020 DfE announcement of a £1 billion support package for schools and tutors to help boost pupil progress and attainment after the lost learning time, now is a crucial time to ensure teachers can offer the best possible educational experience.



Coronavirus update: All of our June and July events, conferences and training courses will now run as online events, via Zoom. Our events from September onwards are scheduled to go ahead in person as planned. However, we are intently following public health guidelines and if it becomes apparent it is not possible to run these events in person, they will be moved online. In the event that we have to cancel an event (postponements and rescheduling exc.) due to the public health guidelines around Covid-19, we will issue full refunds and/or cancel bookings without charge. Please get in touch if you need any further information, at


This Forum is specifically designed for the Education Sector. Typical job titles will include:

  • Heads of Education and Learning
  • Heads of School Improvement
  • Heads of Curriculum
  • Directors of Teaching and Learning
  • Heads of Research
  • Directors of Academy Trusts
  • Headteachers
  • Deputy and Assistant Headteachers
  • Principals and Vice Principals
  • School Improvement Managers
  • Chief Executives
  • School Governors and Trustees
  • Strategic Managers for Pupil Achievement
  • Senior Lecturers in Education


For the Maths Stream:

  • Heads of Mathematics
  • Mathematics Teachers
  • Headteachers
  • Deputy and Assistant Headteachers
  • Faculty Leaders for Mathematics
  • Teachers of Mathematics
  • Subject Leaders
  • Curriculum Leaders
  • Curriculum and Qualification Specialists
  • Senior Lecturers
  • Mathematics Education Consultants
  • Maths Hubs Leads


For the Science Stream:

  • Directors of Science
  • Heads of Science
  • Headteachers
  • Deputy and Assistant Headteachers
  • Science Teachers
  • Curriculum Managers
  • Subject Coordinators
  • STEM Ambassadors
  • Science Learning Partners


For the Geography Stream:

  • Geography Teachers
  • Heads of Geography
  • Headteachers
  • Directors of Geography
  • Deputy and Assistant Headteachers
  • Faculty Leaders for Humanities
  • Heads of Programmes
  • Curriculum Leaders
  • Geography Lecturers
  • Geography Education Consultants


This Forum is also open to the wider Education, Private and Voluntary Sectors to encourage debate and networking.

Key Speakers Confirmed:
  • Alan Parnum, Deputy Director, Regional Schools Commissioner, East of England and North-East London, Department for Education
  • Professor Daniel Muijs, Head of Research, Ofsted 
  • Jonathan Kay, Toolkit Lead, Education Endowment Foundation (EEF) 
  • Maria Rossini, Head of Education, British Science Association (BSA) 
  • Lisa-Maria Muller, Research Manager, Chartered College of Teaching 
  • Pirjo Suhonen, Global Education Influencer – Finland, Education Influence, and Founder and Learning Facilitator, ALO Finland 
  • Steve Brace FRGS, Head of Education and Outdoor Learning, The Royal Geographical Society 
  • Heather Davis, Chair of General Council, Association of Teachers of Mathematics (ATM)
  • Kimberley Eckert, English Teacher, Brusly High School, Teacher Educators Rising and Innovative Programs Coordinator, West Baton Rouge Parish Schools, Louisiana, USA


View the agenda and additional speakers

In June 2020, the Great Teaching Toolkit Evidence Review identified a personal curriculum for teacher learning, formative and actionable feedback, and peer networks as three core elements required to ensure effective teaching. However, according to earlier research, spending by schools on professional development for teachers fell by £23.2 million in 2016-17. Research and evidence-based CPD is crucial to ensuring best practice, improving pupil outcomes and ultimately reducing the attainment gap. Yet, schools are still facing challenges in being evidence-informed, including staff resistance to changing practices, time-constraints, lack of funding for CDP opportunities and poor of understanding of the forms that educational research can take.

To address this fall in spending and to help promote the value of evidence-based practice, part of the government’s National Teacher Recruitment and Retention  to support talented teachers is to invest £10 million to create regional centres of excellence to facilitate the sharing of best practice in the classroom. This is vital for STEM subjects in particular, where there is a particular shortage of teachers, and, based on research by STEM Learning, the skills being taught are not adequate for the target labour market.

Building on this, the Education Endowment Foundation (EEF) funded a £1.5 million drive to link academic research and classroom practice and set up ten more research schools. Part of this project is also aimed at filling geographical gaps and improve social mobility in ‘cold spots’. Moreover, to ensure schools are engaging with research, Ofsted have updated their Education Inspection Framework to ensure they are able to effectively evaluate schools that have implemented research-informed practices.

Despite Ofsted encouraging a broad and balanced curriculum, the Royal Geographical Society has outlined existing structural weaknesses in geography teaching, including a ‘marginalisation’ of geography within primary schools, low levels of specialist teachers at GCSE and a lack of quality engagement at KS3 level. With issues such as climate change and migration set to gain increasing importance in everyday lives, the Society has called for a significant investment in geography as a vital subject for students.

In 2018 the government also released the ‘Work with local partners to develop science teaching in your school’ guidance. This highlights how localised Science Learning Partnerships (SLPs) improve science teaching, including facilitating CPD and providing support for schools to increase the take-up of GCSE triple science. In addition, to address the lack of skills in STEM subjects among school leavers, STEM Learning developed the 2019 collection of ‘BEST resources’ for teachers to help improve pupil performance and attainment. The key components of the research included working with children to building on preconceptions, self-regulation, modelling, memory, practical science, the language of science and feedback.

The latest Pisa results show that the UK has made positive progress in international school rankings. Maths results represent a particular improvement from three years ago, but there has been no significant change for reading and science, with scores remaining broadly similar to 2006 Pisa tests. At this current rate, it would take the UK a very long time to catch up to the highest achieving countries such as Estonia, Finland, China and Singapore. But a significant investment in teacher skills and learning from innovative and international best practice could undoubtedly lead to improvements in test scores.

With 25% of UK pupils studying maths at A Level, a focus should now be put on the OECD’s ‘PISA 2021 Mathematics Framework’. This outlines how mathematics content knowledge is organised into four content categories of contexts in which students will face mathematical challenges including: change and relationships; space and shape; quantity; and uncertainty and data. With these challenges in mind, Pisa 2021 demonstrates how new technologies and trends can be used to encourage creativity in overcoming key maths challenges.

Furthermore, in a bid to improve pedagogy, numerous organisations and research centres such as the Chartered Institute of Teaching and ResearchEd are offering new ways of encouraging teachers and schools to become research-engaged, for example through research-informed twilight CPD opportunities, support for developing a knowledge-based curriculum, and resource hubs and toolkits containing best practice guidance.

However, to ensure high-quality, evidence-based pedagogy in schools to improve pupil attainment and teaching standards to become a leading global example, it is crucial for teaching staff, senior leadership and experts in the field to come together to really understand the importance and transformational impact that evidence informed practice can have on the future of pedagogy.

Professor Daniel Muijs, Head of Research, Ofsted

Daniel Muijs is Deputy Director with responsibility for Ofsted’s research and evaluation programme. His role includes oversight of Ofsted’s new multi-year research programme across all phases of education and social care, which consists of over 25 projects over two years. He is responsible for ensuring that Ofsted’s work is informed by the best possible evidence from research and academia, and has been charged with ensuring that Ofsted’s research is of a similar quality to that of leading research teams internationally.  Daniel is visiting professor at the University of Southampton and at Thomas More Technical University.

Pirjo Suhonen, Global Education Influencer – Finland, Education Influence, and Founder and Learning Facilitator, ALO Finland

Pirjo Suhonen is the founder of ALO Finland, which is offering Digital teacher training on Finnish education. The aim is to promote creativity in global education, thus cultivating curiosity and future innovators.

Miss Suhonen has a recent Master’s thesis (2016) on Educational Technology. During her Bachelor studies on Healthcare and Social Services (2000), she realized that prevention is powerful and education offers way to empower individuals and have a positive impact on society as well as future of nations. Thus, she concentrated on educational studies and received Preschool Teacher’s qualification from the University of Turku, Finland (2003).

Miss Suhonen is a strong believer in life-long learning and teachers are the key in excellence and equity in education. She has varied work experience in education and care from Finland, England, France and Belgium and she enjoys experimenting with innovative teaching and learning. Working in multinational and -cultural European School of Brussels was rewarding and the birthplace of ALO Finland online courses for global educators.

Kimberley Eckert, English Teacher, Brusly High School, Teacher Educators Rising and Innovative Programs Coordinator, West Baton Rouge Parish Schools, Louisiana, USA

Kimberly Eckert teaches Educators Rising and English and also serves as the Innovative Programs Coordinator for West Baton Rouge Parish Schools in Louisiana.  She holds a BA in social work, an MEd in Special Education, and is currently pursuing a PhD in Learning, Innovation, and Instruction.  Eckert has 11 years teaching experience, is currently a Global Teacher Prize Finalist, a national fellow for, an and expert teacher for NCLD.  Eckert was formerly recognized as a 2019 NEA Social Justice Activist of theYear national finalist, 2018 Louisiana Teacher of the Year, and the 2018 Louisiana Public Interest Fellow for her work around teacher recruitment.

Kimberly is also a reading specialist, having served as a special education teacher, master teacher, instructional coach, and reading interventionist.  In her spare time, she is an adjunct instructor for both Northwestern State University and La Tech University, serves as part of CCSSO’s Diverse and Learner Reading Teacher initiative, and works tirelessly to bring attention to the need for more targeted, early teacher recruitment and a more diverse teacher pipeline.  She also enjoys cooking, playing video games, and laughing.  She lives with her husband, five year old daughter, and 49 year old dog.

Lisa-Maria Muller, Research Manager, Chartered College of Teaching

Lisa-Maria is the Education Research Manager at the Chartered College of Teaching, where she works on linking research and practice. She works on content for the member platform MyCollege, contributes to original research projects and runs member consultations. Before joining the Chartered College of Teaching, Lisa-Maria worked as a postdoctoral research associate at the Universities of Cambridge and York on two projects relating to foreign language learning. In her PhD thesis she investigated the similarities and differences between typically developing multilingualism and multilingual language disorders. She is a qualified teacher and has worked in secondary schools in Austria and England.

Professor Chris Brown, Director of Research – School of Education, Durham University

Professor Chris Brown is Professor in Education at Durham University’s School of Education.

Chris also has a long-standing interest in how research evidence can and should, but often doesn’t, aid the development of education policy and practice. To that end he has edited authored 12 books, including Achieving Evidence-Informed Policy and Practice in Education (Emerald Publishing, 2017), scores of papers and has presented and keynoted on the subject at a number of international conferences in Europe, Asia and North and South America. Chris also has extensive experience of leading a range of funded projects, many of which seek to help practitioners to identify and scale up best practice. These include an evaluation of England’s progress towards an evidence informed school system (funded by England’s Department for Education) and a grant the Education Endowment Foundation to work with 100+ primary schools in England to increase their use of research.

In 2018 Chris was also awarded a Siftung Mercator Foundation Senior Fellowship. Each year Siftung Mercator identifies and invites just six people world-wide to apply each year for one of its fellowships. Potential Fellows are identified by a panel as ‘exceptionally talented and outstanding researchers and practitioners’ from areas seen as relevant to the themes and fields of activity of Stiftung Mercator. The purpose of the Mercator Fellowship programme is to offer selected fellows the space and freedom to also devote themselves to exploratory and unconventional research and practical projects (typically for six months). Previous fellows include advisors to former US President Obama and current French President Macron.

Dr Jenni Ingram, Associate Professor of Mathematics, Department of Education, University of Oxford

Jenni is Associate Professor of Mathematics Education at the University of Oxford where she leads the secondary mathematics PGCE course and works with a range of experienced mathematics teachers through the Oxford Education Deanery and the MSc Education in Learning and Teaching course.  Her research focuses on the teaching and learning of mathematics in secondary classrooms, with a particular interest in classroom interaction, language in mathematics and inclusive pedagogies. Before entering academia she worked as a mathematics teacher in a comprehensive secondary school with several inspiring colleagues.

Neil Ogden, Subject Advisor, OCR

Neil Ogden is a Subject Advisor in OCR’s Maths Team. He joined OCR in 2012, led the development of the current OCR GCSE (9-1) Mathematics qualification in 2013-2014 and has contributed to a number of qualification developments since. In addition to qualification development, his time is currently spent supporting teachers with the full range of OCR maths qualifications from Entry Level to A Level, including running training & developing resources available from, with a focus on GCSE (9-1) Maths.

Hannah Russell FRSB, Chief Executive, The Association for Science Education (ASE)

Hannah Russell is Chief Executive at the Association for Science Education (ASE), the largest subject association in the United Kingdom. Having originally trained as a secondary science teacher, Hannah joined Wellcome in 2003 as an education manager, working on a number of major projects and initiatives, including the formation of the National Science Learning Centre, now STEM Learning. More recently, she worked on a major Gatsby-funded project around professional registration in engineering, before joining the Biochemical Society in 2015, initially as Head of Education, Training and Policy and later Director of Society Programmes. She joined the ASE as Chief Executive in 2019, where she leads the team in their mission to promote excellence in the teaching and learning of science.

Steve Brace FRGS, Head of Education and Outdoor Learning, The Royal Geographical Society

Steve Brace is Head of Education and Outdoor Learning at the Royal Geographical Society (with IBG).  He leads the Society’s award winning educational programme.  This spans the development of online resources, CPD programme, fieldwork support, Geography Scholarships and activities to promote the importance and relevance of geography to young people.

Over many years he has worked closely with DfE, Ofsted and Ofqual in relation to the geography National Curriculum and its GCSE and A Level examinations.

Previously Director of Education for the Commonwealth Institute and Head of Education at the development charity ActionAid, Steve started his career as a geography teacher in Hillingdon. He tweets for @RGS_IBGschools via @Stevebracegeog

Alan Kinder, Chief Executive, Geographical Association

Alan Kinder is the Chief Executive of the Geographical Association, the leading subject association for
all teachers of geography. His role is to provide dynamic and enterprising leadership of the GA and to act as an advocate for geography and the Association. Alan holds special responsibility for the
strategic development of the GA, its future growth, external relations and financial sustainability.

Alan has played a key role in advising government on curriculum matters over many years and has
had a significant influence on the content and structure of the national curriculum for geography. He assisted with the design and implementation of the 2008 and 2014 geography national curriculum in England, played a key role in the design of new GCSEs from 2016 and was a member of the A Level Content Advisory Board geography panel, responsible for shaping A level geography content from 2016. Alan has previously advised the QCDA on national assessment initiatives and Ofqual, the qualification regulator, on specification regulation. In 2017, Alan was appointed as an International Advisory Board member to a World Bank-funded programme to reform the curriculum, curriculum materials and teacher training in Vietnam, advising on the reform of the social sciences.

A wide variety of roles within geographical education – geography teacher, school and curriculum
leader, field studies officer, local authority adviser, PGCE tutor and educational consultant – have
taken Alan from the south coast of England to South Yorkshire and from continental Europe to
South-East Asia and the Pacific region, giving him the opportunity to work with hundreds of schools
from across the UK and further afield. He has written and contributed to a large body of professional
and curriculum materials and is the series co-editor of the GA’s Key Stage 3 Geography Teacher’s

Alan currently sits on the Council for British Geography and the University of Sheffield
Department of Geography’s advisory board, is a Director of the Council for Subject Associations,
British Council consultant and a virtual editorial board member and regular contributor to the SecEd
educational newspaper.

Emma Russo, Physics Teacher and Head of Year, South Hampstead High School

Emma Russo is a Physics Teacher, Director of STEM and Assistant Head Teacher at South Hampstead High School, GDST. She was one of the top 50 global teachers shortlisted for the Varkey Foundation Prize 2019 for her work championing girls in STEM. Emma’s strong track record and enthusiasm aims to inspire others to challenge stereotypes: her work has global reach, having presented at the Global Skills & Education Forum in Dubai and WomenEd UK. She also worked with teachers in Saudi Arabia and Sweden. She was recently listed in the Evening Standard’s Progress 1000 as one of London’s most influential people in education.

Dr. Kulvarn Atwal, Executive Headteacher, Highlands Primary School, and Author, The Thinking School: Developing a Dynamic Learning Community

Dr Kulvarn Atwal FCCT has spent his entire career teaching and leading in East London schools and is currently Executive Head Teacher at Highlands Primary School and Uphall Primary School. Highlands was recently awarded the Mayor of London’s Schools for Success award for the third year in a row; one of only 30 primary or secondary schools in London to achieve this award.

Kulvarn specialises in teacher professional learning. His doctoral thesis highlighted the factors that impact upon teacher engagement in professional learning activities, with a particular focus on workplace learning theories and action research.

He has recently been awarded Fellowship Status at the Chartered College of Education. He published his first book, ‘The Thinking School. Developing a Dynamic Learning Community’ in March 2019. He occasionally tweets @thinkingschool2.

Tom Button, Mathematics Technology Specialist, Mathematics Education Innovation (MEI)

Tom Button is MEI’s Mathematics Technology Specialist. He’s an expert in the use of technology for the teaching and learning of maths and has presented a large number of PD courses on this. He tweets about technology in maths at @mathstechnology and blogs at



Registration, Refreshments and Networking

The morning sessions will be delivered by key organisations including Ofsted, and international expertise will be shared from Finnish Global Education Influencer, Pirjo Suhonen.

Delegates will then split into subject specific streams after the morning break, to engage with subject associations, exam boards and leading organisations for their specialism in Geography, Maths or Science, or continue in the Evidence-Based Teaching stream to learn about the latest research.


Chair's Welcome Address

Jonathan will open the day with reflections on the changing landscape of teaching and learning, including the impact of school closures due to COVID-19.


Jonathan Haslam, Director, Institute of Effective Education, University of York (CONFIRMED)


Morning Keynote: The Government’s Vision for World Standard Teaching and Learning

  • Discussing how curriculum changes in recent years are working to raise education standards
  • Considering how updates to the teacher training (ITT) guidelines and requirements has, and will continue to, improve the level of education for all pupils in different education contexts
  • Exploring how the DfE’s commitment to teacher CPD, for early career and more established teachers, is improving pedagogical techniques and encouraging an exploration of different learning techniques
  • Analysing the future of evidence-based pedagogy: How data and evidence will be used in curriculum design, lesson planning and teacher training and development

Alan Parnum, Deputy Director, Regional Schools Commissioner, East of England and North-East London, Department for Education (DfE) (CONFIRMED)


Examining the New Evidence-Based Inspection Framework

  • Understanding the impact COVID-19 school closures will have on future inspections
  • What does evidence-informed practice look like? Outlining Ofsted’s expectations and how it evaluates the quality of provision using the new framework, particularly through embedding this in the curriculum
  • Sharing guidance on how to improve the quality of education and pedagogy based on observations made since the framework came into effect in September 2019
  • Exploring how the cognitive load theory was used to develop the education inspection framework, and the implications on classroom practice
  • Discussing how schools can effectively implement evidence informed practices into everyday school life, and how to translate existing research into practical teaching methods

Professor Daniel Muijs, Head of Research, Ofsted (CONFIRMED)


International Case Study: Learning from the Finnish Education System

  • Discussing what makes the Finnish Education system one of the best and most cost-effective in the world, for example through the development of an innovative ‘double flip-pedagogy’ whereby the responsibility of teaching a coding class is given to pupils
  • Outlining how such activities equip pupils with a range of 21st century skills, from coding, communication, collaboration to creative and critical thinking, and understanding how education leaders can implement the flipped approach as a part of evidence informed teaching
  • Elaborating on ALO Finland which provides access to massive open online courses (MOOCs) on Finnish education, enabling global educators to learn about the Finnish Education system and virtually visit Finnish classrooms to gain best practice insights
  • Exploring the future of teaching and learning on a global scale, as well as the benefits and challenges of learning from other education systems to implement evidence-based teaching

Pirjo Suhonen, Global Education Influencer – Finland, Education Influence, and Founder and Learning Facilitator, ALO Finland (CONFIRMED)

The latest PISA results show that students in Finland scored higher then the OECD average in reading, maths and science; with 67% of students holding a growth-mindset – 4% higher than the OECD average, in 2018. 


Questions and Answers Session


Refreshments and Networking


Subject Streams

This section of the day will be streamed according to subject specialisms, alongside further evidence-based teaching sessions.

The agenda for each stream, which will each take place in a different room, can be found by clicking the specific stream below.


Evidence Based Teaching





Lunch and Networking


Afternoon Keynote: Supporting Teachers and Leaders to Become Evidence-Based and Research-Engaged

  • Identifying international trends from the Teacher CPD report published in November 2019, showcasing opportunities and challenges in developing professional learning for teachers
  • Supporting teachers to be more evidence-informed and research-engaged whilst also having to manage their workload and wellbeing through workshops, access to resources, mentoring and assessments, facilitated by the Chartered Teacher programme
  • Examining how teachers and school leaders can help translate research findings into practical strategies than can be used in the classroom
  • Highlighting the importance of making research accessible to school leaders and teachers through the use of Impact, a termly journal, to encourage discussion and debate around key research issues
  • Outlining the key guidance provided in the Evidence Informed Teaching: Self- Assessment Tool for Teachers such as how to effectively understand, develop and evaluate engagement with evidence

Lisa-Maria Muller, Research Manager, Chartered College of Teaching (CONFIRMED)


Questions and Answers Session


Subject Streams

This section of the day will be streamed according to subject specialisms, alongside further evidence-based teaching sessions.

The agenda for each stream, which will each take place in a different room, can be found by clicking the specific stream below.


Evidence Based Teaching





Refreshments and Networking


Roundtable Discussions

In this interactive session to round off the day, the chair will facilitate discussion and sharing of best practice among delegates with different subject specialisms and those with a broad-ranging interest in pedagogies.

This will be an opportunity to:

  • Reflect on key learnings from the day
  • Trouble shoot with peers
  • Structure how the day’s takeaways are going to impact classroom practice


Chair's Summary and Close

*programme subject to change

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