NACE CEO Rob Lightfoot outlines our research themes for this year, including opportunities for member schools to get involved.

As the first half of the spring term draws to a close, we know many schools are still struggling with staff absence – but things are starting to improve for many, and we are all looking forward to planning ahead over the coming months. Here at NACE, we are particularly excited to be developing our two key research themes for the year: assessment and language.

Rethinking assessment

The focus of our next member meetup, at New College, Oxford on 23 March, will be “rethinking assessment”. Spaces are limited, so register now if you would like to join us.

Ahead of this event, NACE Research and Development Director Dr Ann McCarthy’s latest article explores the question: “How does a focus on metacognition impact on assessment practices in the classroom?” Many people still view assessment as an activity which is separate from the art of teaching – simply a list of checks and balances required by the education system to set targets, track learning, report to stakeholders and finally to issue qualifications. However, those who are using assessment routinely, and at all points within the act of teaching and learning, understand the true power of assessment. 

Read more:

• How can a focus on metacognition lead to more effective assessment practices in the classroom?
• Planning effective assessment to support cognitively challenging learning

Language in learning for high achievement

Our second research theme for this year is around the use of language in learning for high achievement. We are seeking to examine best practice in advanced comprehension, literacy and oracy, allied to high achievement, within our NACE member schools. We want to develop an understanding of the current backdrop to the development of comprehension, literacy and oracy skills in schools, including the effects of the pandemic on teachers and learners.

As part of this theme, we are keen to explore the key role of language across all subject areas – and this month we are focusing on the importance of language in mathematics. Having spent nearly 30 years teaching the secondary mathematics curriculum, I know the importance of language in this subject is too often overlooked. If we want to take our students on a pathway to being mathematical and thinking like mathematicians, we should build in language acquisition and precision reading at every stage of their learning.

Read more:

• The importance of language in mathematics
• 3 activities to improve the use of mathematical vocabulary in your classroom
• Metacognition for higher-attaining learners: “the debrief”

Get involved: share your school’s experience

The contributions of NACE member schools have been central to the first phase of our Making Space for Able Learners research initiative and will remain so as we develop the second phase of this project. 

If you are interested in learning more about or contributing to any aspect of our research work this year, please contact communications@nace.co.uk.