Craig 'n' Dave

Our Pedagogy


Reflection is at the heart of Craig'n'Dave

All resource publishers want to give you the tools to deliver successful lessons. Unfortunately, too many providers cannot tell you about the pedagogy underpinning them.

Having spent six years leading teacher training in ICT and Computer Science at the University of Gloucestershire, plus a combined thirty years in the classroom, Craig and Dave have developed a pedagogical confidence in their teaching. Not every teacher will agree with our thinking or approaches, but we have thought very carefully about HOW we teach and WHY we teach in particular ways. Too often teachers are preoccupied with WHAT they are teaching without underpinning their methodologies by asking themselves why they deliver lessons the way they do. This leaves you vulnerable, not just to under-performance of students, but criticism from those observing your lessons if you just use resources without questioning how you should be using them.

Craig'n'Dave was born out of our desire to be reflective. We challenge ourselves to teach the best possible lessons. Asking, “why do I deliver this in that way?” Take a step back and ask, “what is the point of this activity?”, "what is this really trying to achieve?", "how will I know it was successful?", and, "how can I maximise student success and enjoyment?"

It is important for any teacher delivering lessons with Craig’n’Dave resources to understand the sound pedagogy behind them. We evidence success with what students themselves say about our lessons and the results they achieve. We don't believe in applying educational initiatives simply because you are told to. We believe in personal reflection, collaboration, using those techniques proven to be successful and those that have stood the test of time. Too many school leaders attempt to introduce new initiatives without thinking deeply enough about what you are trying to achieve in the classroom. Even Ofsted themselves have come around to a new way of thinking. It is no longer about a perceived way to teach, but whether what YOU do is successful or not. Does it have intent, is it well implemented and does it have impact?

Pedagogical thinking

There are many ways to deliver outstanding lessons, and our approach is not the only one. All teachers need to find what works for them and their students. That said, our pedagogy has a proven track record of success in better outcomes, better progress, better engagement, and far more responsible and independent learners. Read what we have to say about each of these key principles of teaching.


How to assess students when using Craig'n'Dave resources.


Does challenge mean teaching more than students need to know?


Do all learning tasks have to be differentiated for groups of students?

High performance learning

Our resources are based on the high performance learning strategy. What is that?


What is the purpose of homework and how can we get more out of it?


How can we teach students to take notes that are useful in their lessons?


Can students become self-taught programmers or do you need to lead from the front of the class?


What are the most effective revision techniques for students, and when should you start?


How do you maximise the start of lessons when students arrive at different times?

Teaching a GCSE lesson

How to get the most out of Craig'n'Dave resources for GCSE.

Teaching an A'level lesson

How to get the most out of Craig'n'Dave resources for A level.

Using Paul Long's resources

How to use Paul Long's resources with Craig'n'Dave

Reading lists

Here is a spreadsheet list of wider reading. This only includes sources for secondary school and beyond. We have not included books for learning programming languages or pieces of software. Instead these are more for reading for pleasure.

Also included is a list of books about pedagogy, together with some recommended YouTube channels.

Registered in England and Wales: 10442992

VAT Number: 290 9845 58

Telephone: 01452 947500

Email: admin@craigndave.co.uk

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Bett Awards Finalist 2022