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Frames for Learning (F4L). Pilot Evaluation Report

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Title: Frames for Learning (F4L). Pilot Evaluation Report
Language: English
Authors: Thomas Perry, Rebecca Morris, Geoffrey Lewis, Sally Spicer, Wendy Ramku, Education Endowment Foundation (EEF) (United Kingdom), University of Warwick (United Kingdom)
Source: Education Endowment Foundation. 2025.
Availability: Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/
Peer Reviewed: Y
Page Count: 79
Publication Date: 2025
Sponsoring Agency: Department for Education (DfE) (United Kingdom)
Document Type: Reports - Research
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Adult Education
Descriptors: Science Instruction, Inquiry, Active Learning, Science Activities, Program Effectiveness, Elementary School Students, Grade 5, Elementary School Teachers, Teacher Aides, Cognitive Processes, Difficulty Level, Schemata (Cognition), Learner Engagement, Elementary School Science, Professional Continuing Education, Teacher Attitudes, Foreign Countries
Geographic Terms: United Kingdom (England)
Abstract: Frames for Learning (F4L) is designed to enhance pupils' skills and independence in science enquiry activities such as investigations. The programme aims to facilitate elaborative retrieval, generative learning, and schema development by managing cognitive load and empowering pupils to engage more effectively in multi-staged activities such as investigative science. The programme seeks to address the challenges of reduced pupil engagement and attainment in science lessons, which typically stem from the absence of a structured framework for planning and delivering complex tasks, ultimately leading to pupil cognitive overload and reduced schema development. By equipping educators with the F4L methodology, the programme seeks to improve pupils' recall, knowledge, and understanding of science concepts as part of continuing professional development (CPD) designed for teachers and teaching assistants (TAs). The pilot phase of the F4L programme focused on gathering evidence of promise, including early indications of improvements in knowledge, classroom practices, and attitudes. The pilot also examined the feasibility and acceptability of F4L in classrooms, as well as its readiness for broader trial implementation. Designed for Key Stage 2 pupils (Year 5, aged 9-10), the programme placed a particular emphasis on supporting disadvantaged pupils and those with special educational needs and disabilities (SEND), including communication needs, to ensure inclusivity and accessibility in science education. This pilot was funded by the Education Endowment Foundation (EEF) through the Department for Education's Accelerator Fund. The F4L pilot adopted a blended professional development approach delivered over the course of a single academic year by Sheffield Hallam University (SHU), commencing in September 2023 and concluding in July 2024. SHU supported teachers and TAs in embedding the F4L approach into their classrooms. The programme included two full-day workshops for teachers and TAs, two online half-day workshops held between the in-person sessions, and additional inter-sessional tasks supported by a community website, FAQs, email communication, and other resources available on request. Participants were provided with both virtual and hard copies of all F4L resources and guidance to integrate the programme into their practice effectively. Ultimately, the pilot phase involved 102 Year 5 pupils, 17 teachers, and nine teaching assistants across 17 primary schools in Sheffield and its surrounding areas. To evaluate the programme, a mixed-methods approach was employed incorporating training observations, an endpoint survey of all participants, interviews, and site visits conducted throughout the academic year. Data sources were aligned with key research questions and triangulated to provide a comprehensive understanding of the programme's implementation and impact.
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED680978
Database: ERIC
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  Data: Frames for Learning (F4L). Pilot Evaluation Report
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  Data: <searchLink fieldCode="AR" term="%22Thomas+Perry%22">Thomas Perry</searchLink><br /><searchLink fieldCode="AR" term="%22Rebecca+Morris%22">Rebecca Morris</searchLink><br /><searchLink fieldCode="AR" term="%22Geoffrey+Lewis%22">Geoffrey Lewis</searchLink><br /><searchLink fieldCode="AR" term="%22Sally+Spicer%22">Sally Spicer</searchLink><br /><searchLink fieldCode="AR" term="%22Wendy+Ramku%22">Wendy Ramku</searchLink><br /><searchLink fieldCode="AR" term="%22Education+Endowment+Foundation+%28EEF%29+%28United+Kingdom%29%22">Education Endowment Foundation (EEF) (United Kingdom)</searchLink><br /><searchLink fieldCode="AR" term="%22University+of+Warwick+%28United+Kingdom%29%22">University of Warwick (United Kingdom)</searchLink>
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  Data: Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/
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  Data: Frames for Learning (F4L) is designed to enhance pupils' skills and independence in science enquiry activities such as investigations. The programme aims to facilitate elaborative retrieval, generative learning, and schema development by managing cognitive load and empowering pupils to engage more effectively in multi-staged activities such as investigative science. The programme seeks to address the challenges of reduced pupil engagement and attainment in science lessons, which typically stem from the absence of a structured framework for planning and delivering complex tasks, ultimately leading to pupil cognitive overload and reduced schema development. By equipping educators with the F4L methodology, the programme seeks to improve pupils' recall, knowledge, and understanding of science concepts as part of continuing professional development (CPD) designed for teachers and teaching assistants (TAs). The pilot phase of the F4L programme focused on gathering evidence of promise, including early indications of improvements in knowledge, classroom practices, and attitudes. The pilot also examined the feasibility and acceptability of F4L in classrooms, as well as its readiness for broader trial implementation. Designed for Key Stage 2 pupils (Year 5, aged 9-10), the programme placed a particular emphasis on supporting disadvantaged pupils and those with special educational needs and disabilities (SEND), including communication needs, to ensure inclusivity and accessibility in science education. This pilot was funded by the Education Endowment Foundation (EEF) through the Department for Education's Accelerator Fund. The F4L pilot adopted a blended professional development approach delivered over the course of a single academic year by Sheffield Hallam University (SHU), commencing in September 2023 and concluding in July 2024. SHU supported teachers and TAs in embedding the F4L approach into their classrooms. The programme included two full-day workshops for teachers and TAs, two online half-day workshops held between the in-person sessions, and additional inter-sessional tasks supported by a community website, FAQs, email communication, and other resources available on request. Participants were provided with both virtual and hard copies of all F4L resources and guidance to integrate the programme into their practice effectively. Ultimately, the pilot phase involved 102 Year 5 pupils, 17 teachers, and nine teaching assistants across 17 primary schools in Sheffield and its surrounding areas. To evaluate the programme, a mixed-methods approach was employed incorporating training observations, an endpoint survey of all participants, interviews, and site visits conducted throughout the academic year. Data sources were aligned with key research questions and triangulated to provide a comprehensive understanding of the programme's implementation and impact.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 79
    Subjects:
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Science Activities
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Teacher Aides
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      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Schemata (Cognition)
        Type: general
      – SubjectFull: Learner Engagement
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      – SubjectFull: Elementary School Science
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      – SubjectFull: Professional Continuing Education
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Foreign Countries
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      – SubjectFull: United Kingdom (England)
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      – TitleFull: Frames for Learning (F4L). Pilot Evaluation Report
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