The graphic shows eight cogs, one for each evidence based learning skills shown working together with the text "8 EBL SKILLS PROVEN, BY RESEARCH, TO MAXIMISE LEARNING"

Key Stage 2 lessons that develop English skills and the 8 evidence-based learning (EBL) skills.

EBL lessons are original and engaging and include:

Science Fiction lessons, for example:
Robots Got Talent
Ground Control to Major Tom
All Characters Welcome

Fantasy Story lessons, for example:
Alice in Wonderland vs Harry Potter
Rabbit Holes and Wardrobes
Stepping Through Portals

Traditional Story lessons, for example:
Red Riding Hood NOT Fooled by Wolf
The First Little Pig is Arrested
Goldilocks Trashes Cottage

EBL lessons are £2 each and include whole-school use

The Freebies section has free lessons and free 15-minute Teacher Guides including…

Research shows that evidence-based teaching strategies are likely to have the largest impact on student results. Top 10 Evidence-Based Teaching Strategies 2023 – University of Nebraska–Lincoln

Click on a cog to learn all there is to know about each EBL skill…

or put the kettle on and just read a quick summary of each skill below.

Collaboration - Evidence Based Learning skill number 1 - shown by a green cog wheel.

EBL Skill 1


Working collaboratively allows learners to share their ideas, learn from each other and build on each other’s strengths.

A picture of a truck with 6 dogs ahowing collaboration in action. Two dogs say "We are going to do the driving." And four dogs say "And we are going to do the barking!"

The longer that learners of different abilities participated in engaged groups, the more the knowledge of the subject improved for all learners.

Children Must Be Taught to Collaborate, Studies Say – Education Week – May 2017

Thinking Skills - Evidence Based Learning skill number 2 - shown by a blue cog wheel.

EBL Skill 2

Thinking Skills

Thinking Skills are essential if learners are to develop effective communication, analytical, and problem-solving skills.

The graphic shows a dog in a mugshot pose saying "Clearly I was NOT thinking"

Bloom’s Taxonomy provides clear and relevant pathways for learners to move through the orders of thinking, from basic remembering to more complex skills such as evaluating and creating.

Adapted from: What is Bloom’s taxonomy? – Feb 2023 – Dzemila Okanovic

Self-Assessment - Evidence Based Learning skill number 3 - shown by a red cog wheel.

EBL Skill 3

Peer Assessment

Peer Assessment allows learners to learn from each other’s feedback and to develop their own assessment skills.

The graphic shows two bulldogs. One dog in a red top says "I think my top fits me really well." The other dog in a brown top says "It looks a bit tight to me".

Giving feedback to peers about their work is often more beneficial than receiving feedback because it is more cognitively-engaging. It involves higher-order processes, such as application of criteria, diagnosing problems and suggesting solutions.

The development of student feedback literacy: Enabling uptake of feedback
Carless and Boud – Taylor and Francis – May 2018

Peer Teaching - Evidence Based Learning skill number 4 - shown by a purple cog wheel.

EBL Skill 4

Peer Teaching

Peer Teaching allows learners to learn from each other in an informal and supportive environment.

The graphic shows two dogs communicating with each other using cans tied with string. One dogs says to the other "When it's my turn to be the teacher I want NO talking and NO answering back!"

Evidence is accumulating that peer learning creates greater confidence and independence in learners, plus a deeper understanding and improved grades for both the peer teacher and their learner.

Benefits of peer to peer learning – Feb 2014

Self-Assessment - Evidence Based Learning skill number 5 - shown by an orange cog wheel.

EBL Skill 5


Self-Assessment allows learners to take ownership of their learning and to develop their metacognitive skills.

The graphic shows a trendy dog with sunglasses perched on its head saying "If I were to assess myself in only four words, I would have to say smart, funny, intelligent and modest."

Self-assessment is a critical component of 21st century learning and has been shown to have a positive impact on learner motivation, engagement, and achievement.

S.K. Smith & J.M. Johnson – The impact of self-assessment on student motivation and achievement in the 21st century classroom – Journal of Educational Research – Vol 21 2017

Metacognition - Evidence Based Learning skill number 6 - shown by a light blue cog wheel.

EBL Skill 6


Metacognition is the ability to think about your own thinking. It allows learners to monitor, control and alter their own learning processes.

The graphic shows a dog with 3 thought bubbles above its head. One shows kibble, one vegetables and one a bone. The dog says "I know I need to be thinking about my thinking if I want to do well in life but all I seem to be able to think about is my dinner."

Metacognition is thinking about your thinking. It refers to the processes used to plan, monitor, and assess one’s understanding and performance.

Metacognition – Center for teaching Vanderbilt University 2023

Self-Regulation- Evidence Based Learning skill number 7 - shown by a pink cog wheel.

EBL Skill 7


Self-Regulation is the ability to control one’s own thinking and behaviour. It allows learners to stay on task, manage their time, and overcome obstacles.

The graphic shows a bulldog with a rucksack on its back saying "Self-regulated dogs pay attention in class and always get their homework done on time."

Cognitive skills are the core skills your brain uses to think, read, learn, remember, reason, and to pay attention.

Non-cognitive skills are the attitudes and behaviours that are needed for learning, such as conscientiousness, perseverance, and motivation. 

Mind Matters 2018 A Rosetta Stone for non-cognitive skills – Jan 2015

Independent Learning - Evidence Based Learning skill number 8 - shown by a black cog wheel.

EBL Skill 8

Independent Learning

Independent learners take responsibility for their own learning. They work at their own pace and are able to effectively plan, monitor and evaluate their own learning.

There is a picture of five dogs with a speech bubble saying "We are very independent dogs - but who doesn't want to get together to hear all the latest dog gossip!"

An independent learner can make informed choices, set goals, and make decisions about how to fulfil their learning objectives.  

Independent Learning: A Teacher’s Guide – Paul Main – Structural Learning

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