Leading Edge and Learning Lessons

As a Leading Edge school KEGS is a partner in a national network of high performing schools dedicated to improving understanding and implementation of outstanding learning and progress in schools through the concept of “teacher-learner”.

Ten years ago KEGS was one of only 104 schools nationally to be awarded this accolade from the SSAT and in 2013 works as a collaborative partner sharing expertise with a national group exceeding 1600 schools.  At the heart of a Leading Edge school are teachers who are passionate about teaching, and leadership committed to research evidenced innovation to raise achievement and improve learning outcomes. 

Passion reflects the thrill, as well as the frustrations, of learning; it can be infectious, it can taught, it can be modelled, and it can be learnt.  It requires more than content knowledge, acts of skilled teaching, or engaged students to make the difference (although these help).  It requires a love of the content, an ethical caring stance deriving from the desire to instil in others a liking, or even love, of the discipline being taught, and a demonstration that the teacher is not only teaching, but also learning (typically about the students’ processes and outcomes of learning).

[John Hattie (2012), Visible Learning for Teachers: maximising impact on learning.]


Learning Lessons

KEGS takes pride in being a research engaged learning community and for the past decade a major strength of the school has been the commitment to classroom based action research projects and extensive and intensive partnership work with other schools locally and nationally.  We also work together with Cambridge University and the regional CamSTAR (Cambridge, School Teachers and Research) partner schools to promote, engage in and disseminate research evidenced school improvement strategies.  Our on-line Learning Lessons publications offer a flavour of the diverse and dynamic engagement with learning that places KEGS at the forefront of educational development and pedagogical innovation.

Volume 3

Volume 3 Issue 12 - June 2014
MFL Learners & Poetry by Heart
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Volume 3 Issue 11 - March 2014
Project 9
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Volume 3 Issue 10 - January 2014
Poetry by Heart
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Volume 3 Issue 9 - October 2013
Flipped Learning in Maths
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Volume 3 Issue 8 - July 2013
Talking to Learn
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Volume 3 Issue 7 - December 2012
Why can't England win the World Cup?
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Volume 3 Issue 6 - October 2012
The Teacher Learner
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Volume 3 Issue 4 - June 2012
Talking Texts
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Volume 3 Issue 3 - March 2012
Co-Construction - Learning in the Hands of Learners
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Volume 3 Issue 2 - December 2011
Piecing Together the Jigsaw - Putting AfL, DfL and ZfL into practice in the Classroom
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Volume 3 Issue 1 - October 2011
The Spirit of AfL - Bringing formative assessment alive in every classroom at KEGS
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Volume 2

Volume 2 Issue 15 - April 2011
Music Performance Anxiety - Symptoms and Coping Strategies
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Volume 2 Issue 14 - April 2011
The Evolution of Language Learning through Science
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Volume 2 Issue 13 - March 2011
Still talking .... Dialogic Teaching (Year 3)
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Volume 2 Issue 12 - December 2010
KEGS Staff Grade-1-Athon - Autumn 2010
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A Special Extra Issue - Autumn 2010
Literature & Language Matters
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Volume 2 Issue 11: October 2010
Leading Edge Project with St Johns School, Epping - 2009-10
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Volume 2 Issue 10: July 2010
Looking at Leadership
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Volume 2 Issue 9: May 2010
KEGS 2009-10 Teaching & Learning Workshops
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Volume 2 Issue 8: May 2010
Co-Construction in Year 7 Religious Education
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Volume 2 Issue 7: March 2010
Learning, Assessment & the Use of Problem Solving in Maths
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Volume 2 Issue 6: December 2009
G&T Provision in Sport
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Volume 2 Issue 5: October 2009
Star Wars Extravaganza
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Volume 2 Issue 4: July 2009
A Miscellany of Research, Practitioner Reflection & Innovation
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Volume 2 Issue 3: June 2009
Dialogic Teaching
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Volume 2 Issue 2: March 2009
Revision project at KEGS
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Volume 2 Issue 1: February 2009
Students as educational researchers
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Volume 1

Issue 14: November 2006
Keep on Reading at Moulsham Junior School
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Issue 13: October 2006
“Unwillingly to School”
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Issue 12: September 2006
Constructing leaders: Leadership Skills in the CCF
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Issue 11: July 2006
Examination Revision: Active and Effective?
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Issue 10: June 2006
Gifted and talented: Labelling and underachievement
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Issue 9: April 2006
“…Year 6 Maths…redundant and inadequately stretching…”
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Issue 8: March 2006
‘Coping with Copying’: Effective Internet Research: Avoiding Plagiarism
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Issue 7: February 2006
‘vorsprung durch’….testing!
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Issue 6: January 2006
Focus on teacher expertise
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Issue 5: December 2005
Mathematical proof: Tom Carter: featuring the beauty and elegance of Mathematics
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Issue 3&4: November 2005
Prevention is Better than Cure: Creating a Virtual Learning Environment away from the History Classroom
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Issue 2: October 2005
In conversation, Mike Walker explains the concept of a research engaged school
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Issue 1: September 2005
Using Games in Maths: Sarah Imbush
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Issue 24: July 2008
Students as educational researchers
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Issue 23: July 2008
Creativity and challenge for gifted and talented pupils
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Issue 22: March 2008
The use of the internet in problem based learning in science
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Issue 21: January 2008
Molecules, Medicines and Things That Think
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Issue 20: November 2007
Plasticine and Project Work
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Issue 18 & 19: June 2007
Visual Tools: approaches to English texts
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Issue 17: May 2007
Colour Blindness: how it impacts in the classroom
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Issue 16: April 2007
The Boswells School: Considering different approaches to the teaching and learning of the most able
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Issue 15: February 2007
To him my tale I teach:...Head of English: David Greenwood talks about ‘assessment for learning’
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