Let's Think Conference

Your last chance to book!

Are you interested in deepening your understanding of Let’s Think theory and practice?  Are you keen on exploring what Let’s Think looks like in different key stages and subject areas?  Come along to our Let’s Think Conference on Friday 22 June at Elizabeth Garrett Anderson School, Donegal Street, London N1 9QG.
The conference includes taster sessions for Let’s Think English, maths, science and early years as well as opportunities to hear from accredited Let’s Think schools, recently accredited Let’s Think tutors and a range of teachers and schools using Let’s Think to raise attainment.  There are also longer workshop sessions focused on enhancing your understanding of some of the practices of Let’s Think and considering ways of embedding these practices into day-to-day teaching and learning, including:

  • Concrete preparation
  • Social construction
  • Metacognition

To book one of the few remaining places, contact



Let's Think Programmes 2018-19

Three Let’s Think programmes will run in London next year:
  • Early Years and Year 1 Maths
  • Years 2 to 4 Maths
  • Years 5 to 9 Maths

These programmes are all six days across the year and cost £450 per participant.  Please contact if you are interested in booking a place.  More programmes will also take place so contact us if you are interested in English or science programmes.
Is your school interested in running a Let’s Think programme in English, maths or science in 2018-19?  The benefits to the school can include:

  • Free places on programmes for your teachers
  • Opportunities for experienced Let’s Think teachers in your school to become apprentice Let’s Think Tutors

If you think your school might be interested, please contact

First accredited Let’s Think secondary school

Congratulations to Ruislip High School, who have become the first Let’s Think accredited secondary school.  The accreditation recognises their commitment to embedding the teaching of Let’s Think in English, maths and science teaching, and acting as a model for other schools aspiring to do the same.
If you would like to make contact with and/or visit the school, contact

Let’s Think in English raises attainment in an international context

Alex Black and his colleagues in Inter-Community School, Zürich experienced a structured training programme in Let’s Think in English and used the lessons fortnightly for a year with Year 5 and 6 classes.

At the end of the year the students  achieved significantly increased attainment in Reading, Narrative Writing and Expository Writing comparable to the top 14 International Baccalaureate schools in the control sample (effect sizes of +0.30, +0.12 and +0.42 respectively).  They also achieved significant increases in scientific reasoning ability as measured by Piagetian science reasoning tests and mathematical literacy as measured by ACER. This further confirms work by Adey and Shayer that Cognitive Acceleration raises general, not just subject-specific, cognitive skills.
Find out more about Let’s Think in English at an introductory day for secondary schools on Tuesday 12th June 2018, 9.30am to 3.30pm at King’s College University, London.

Research and reading


EEF has published a major review of Maths teaching in KS2 and KS3  led by Jeremy Hodgen and Margaret Brown. The review identifies Cognitive Acceleration in Maths Education (CAME or Let’s Think) as ‘particularly promising’ in terms of its potential to raise attainment through the teaching of thinking skills, metacognition and self-regulation.  The review notes the large effect sizes evidenced for CAME at several different key stages.

EEF have also published a review of the research on metacognition and self-regulation, which should prove useful to Let’s Think teachers hoping to embed metacognition into their wider teaching and learning.

Developing Great Subject Teaching is a new review funded by The Wellcome Trust.  Sarah Seleznyov, Let’s Think Tutor is one of the authors.  The review builds on key findings from Developing Great Teaching, which highlighted the effectiveness of subject-specific CPD.

It examines the evidence about the extent, nature and impact of subject-specific CPD in the UK, and also explores why take-up is so much lower than it should be. It raises some interesting questions about the different needs of English, maths and science teaching and how these might serve to shape the design of professional development for these teachers.

Interview with...


Helen Lewis, Senior Lecturer and Primary PGCE Lead, University of Wales

I first came across the LT materials when I was teaching in a primary school in south London. I was immediately interested.  I could see that my pupils (who often had very little self-confidence, particularly in maths) began to enjoy discussing the problems set.  I could see that the sessions really made them think flexibly, and they were excited to take part.

For some, the lessons were genuinely empowering.  Pupils who were not necessarily the quickest to find the ’right’ answer in a traditional session now had the chance to contribute purposefully to discussions.

LT has influenced me in a number of ways. I worked as a Local Authority adviser, and frequently used LT lessons to model for teachers. I felt that the approach allowed many important matters to be highlighted and reflected upon – including questioning, challenge, genuine collaboration and discussion, and of course metacognition.  I became really interested in metacognition and completed my own PhD looking at how this can be developed in very young children. I now work in a university. I use LT with my student teachers who can see the potential for their own classroom practices.


In Wales our curriculum is evolving, and has a strong focus on developing confident, independent and capable learners.  LT could make a valuable contribution to this vision. My role in the university is to support teachers in conducting their own classroom research. I hope to work with LT practitioners who want to investigate the impact of LT in their own context, and share this across networks of practice.

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