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Reflections on the ideas shaping classrooms, curriculum and the work of teaching in Northern Ireland.
Browse practical reflections on teaching, curriculum and inclusion. Choose a topic or search for something specific.
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Curriculum · Reflection
A clear curriculum can give every pupil access to important knowledge, taught in a thoughtful sequence. This reflection considers why curriculum design matters — and why teachers need a strong voice in the conversation.
Read the reflectionAre we removing barriers to learning — or unintentionally removing opportunities for pupils to develop?
Read the blogWhy asking pupils to recall prior learning can do more than check what they know — and how small routines can help new knowledge stick.
Read the reflectionNovices benefit when teachers make the thinking and steps in a task clear. A look at modelling, guided practice and checking for understanding.
Read the reflectionInclusive practice asks us to notice the barriers pupils meet and consider how predictable routines, clear explanations and relationships can support participation.
Read the reflection02Selected reflections
Curriculum · Northern Ireland
A curriculum should give pupils a clear, coherent route through the knowledge they need to learn. When expectations are too vague, schools are left to interpret them differently, and pupils’ opportunities can depend on where they go to school. In Northern Ireland, I believe reform should set out more clearly what pupils should learn and how that knowledge can build over time. Teachers need room to bring their expertise to the classroom, within a curriculum that supports consistency, high expectations and equity.
Teaching · Learning
Pupils need regular opportunities to revisit important knowledge, connect it to new ideas and remember it over time. A brief recall question or recap can help strengthen learning and show teachers where further explanation is needed. My research into Rosenshine’s Principles deepened my interest in how these routines can support teaching. Retrieval is most effective when it sits within a clear sequence of learning, with knowledge carefully taught and revisited.
Pedagogy · Cognitive approaches
Pupils who are new to a subject need more than the chance to explore a task; they need to be taught the knowledge and shown how to use it. Modelling, clear explanations, guided practice and thoughtful questioning make the steps in learning visible. As pupils gain knowledge and confidence, they can apply it more independently. I believe strong teacher explanation and pupil thinking work together: clear guidance helps make challenging learning accessible.
Inclusion · Classroom practice
Every pupil should have meaningful access to the knowledge and learning offered in the classroom. Clear explanations, predictable routines, visual supports and carefully adapted resources can help remove barriers to participation. My experience in special education has also shown me that support must respond to the individual pupil. Inclusion means combining high expectations with the teaching, relationships and practical support pupils need to meet them.
These reflections are written by Darrágh Conway and express his professional perspective.
03Selected publications
Why visible activity is not always the same as lasting learning, and how evidence-informed teaching can help pupils build and retain knowledge.
Read the blogA case for clearer curriculum expectations, coherent progression and an ambitious educational entitlement for every pupil.
Read the articleReflections on the curriculum review, what it means for schools and why clarity and a carefully planned transition matter.
Read the article