Our Pedagogy

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  2. 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.

Teaching with Craig’n’Dave resources

Before you review and teach with our resources we recommend reading what a typical lesson using our resources looks like.

Find out how we deliver a typical GCSE lesson
Find out how we deliver a typical
A level lesson

Assessment with Craig’n’Dave resources

We have a video which explains how to get the most out of our assessment by using our Structured Learning Records.

About GCSE Assessment
About A level Assessment

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.

Critical pedagogical thinking

Read what we have to say about each of these key principles of teaching.


Does challenge mean teaching more than students need to know?


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


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


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


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


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

Rosenshine’s principles

Ten key features of a successful learning experience.

Books we like

Pink, D. (2009) Drive: the surprising truth about what motivates us.

How can you motivate students and colleagues at school? As Daniel Pink explains in his paradigm shifting book, the true secret to high performance and satisfaction in today’s world is not to have targets, rewards and punishments, but instead to satisfy the deeply human need to direct our own lives, and to learn and create new things. Put the students in control of their own learning and watch what happens. This is exactly how Craig and Dave think and work.

Sherrington, T. (2019) Rosenshine’s principles in action.

Barak Rosenshine’s principles are recognised for their clarity and simplicity. In this book Tom Sherrington exemplifies how they can be put into practice in ordinary classrooms. Rosenshine’s principles are not new. That’s the beauty of them, they have stood the test of time. Some consider them, “basic teaching”, but the reflective teacher will use them regularly to evaluate the impact of their own lessons.

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