Developing the EBC Framework

Collaboration Partners

The framework for the Science of Learning concepts and the related resources, results from close collaboration across education and cognitive neuroscience fields of research.


Backwell School

Colston's Girls' School

Hayesfield Girls' School

Katharine Lady Berkeley School

Nailsea School

Redland Green School

ITT Institutions

Bishop Grosseteste University

University of Chester

Durham University

University of Exeter

University of Sheffield

University of Southampton

St. Mary's University

Teacher Educators

Ruth Bailey
Senior Lecturer
University of Bristol

Jayne Prior
Senior Lecturer
University of Bristol

Dr Kendra McMahon
Reader in Education
Bath Spa University


Annette is the research associate for the Science of Learning for Initial Teacher Education (SoLfITE) project, funded by the Wellcome Trust. She is particularly interested in the use of neuroscience to inform classroom practice, planning and reflection, how neuroscience can support an understanding of how children learn mathematics, and the development of best practice in the use of  physical, pictorial and abstract representations in mathematics.  

Annette is a specialist teacher and leader of mathematics across the developmental stages of childhood, a provider of professional development for schools and a researcher in education. Annette lectures on dyscalculia and difficulties learning mathematics on the MA (Inclusive Education) programme at Bath Spa University and was previously the associate teacher for the University of Bristol ‘Cognitive Neuroscience in Classroom Practice’ module on the MSc (Education) programme. 

Konstantina Ioannou
MEd (Psychology of Education)


Professor Paul Howard-Jones

Paul is a Professor of Neuroscience and Education at the School of Education, University of Bristol (UK). His work has been focusing on issues at the interface of cognitive neuroscience and educational theory, practice and policy. He has applied diverse research methods from computational brain imaging studies to classroom observations in order to understand learning processes and their potential relevance to educational learning.

Paul has authored numerous reviews and books about the science of learning (most recently “Evolution of the Learning Brain”, published by Routledge). His broadcasting work includes writing and presenting the R4 series “In Search of Eden”, and presenting on the BAFTA-nominated Channel 4 series “Secret Life of Four Year Olds”.
From October 1st, 2020, Paul will be coordinating a new network for Climate Change Education Research (Universities of Bristol, Bath, Exeter and Cardiff).

Professor Tim Jay

Tim researches the psychology of mathematics education at the Mathematics Education Centre, Loughborough University. His main focus is on using design research methods to translate insights from psychology and neuroscience to create new findings and impact in formal and informal education contexts. He also has an interest and experience in leading large-scale evaluations of education interventions. 

Tim has carried out projects with over £1.5m of funding from ESRC, the Leverhulme Trust, Nuffield Foundation, Wellcome Trust, Royal Society, Education Endowment Foundation and UK Government Department of Education. 

Tim joined the Centre from Sheffield Hallam University, where he spent five years as Reader and then Professor of Psychology of Education. Before Sheffield Hallam, Tim spent six years as Lecturer and Senior Lecturer of Psychology of Education at the University of Bristol. Tim has also trained and worked as a secondary school mathematics teacher and completed his PhD in Learning Sciences at the University of Nottingham.

Dr Shu Yau

Shu is a Lecturer in Developmental Psychology at Murdoch, a Chartered Psychologist (British Psychological Society) and a Fellow of the Higher Education Academy. She completed her PhD in Cognitive Science in Sydney, Australia, with Dr Jon Brock and Prof Genevieve McArthur. 

Shu’s research is with children and adolescents with Autism and she uses neuroimaging and experimental paradigms – MEG, EEG, fMRI, language tests etc – to investigate the links between auditory processing and language impairment. Her research includes optimising test paradigms in children with Autism who are nonverbal or have intellectual delay, and issues around educational and evaluations in Autism.

Prior to Murdoch, Shu was an Assistant Professor (tenured) and Neuroscience & Education programme coordinator at the University of Bristol, UK. She completed postdoctoral training as a Marie Curie Postdoctoral Fellow, with Prof Joel Talcott, Dr Caroline Witton and Prof Stefano Seri on a language mapping paradigm for children with epilepsy.

The Talk for Mentoring Videos could not have been produced without the invaluable participation of student teachers on the PGCE programme at the University of Bristol. The SoLfITE team are extremely grateful for their contribution to the project. 

The science of learning for initial teacher education (SoLfITE) Project

The Wellcome Trust have funded two projects investigating the Science for Learning for Initial Teacher Education (SoLfITE) with the University of Bristol. 

SoLfITE 2019/2020

This project,SoLfITE 2019/2020, builds on the previous project SoLfITE 2017/2018. The project had three areas of focus:
  •  To develop resources to support the mentoring of teacher trainees on classroom practice
  •  To exchange information and understanding about current and intended work in the area of SoLfITE with influential agencies involved with teacher effectiveness, education and professional development.The SoLfITE team met (face-to-face, online or by telephone) with representatives from DfE, Ofsted, Education Endowment Foundation (EEF), The Universities Council for the Education of Teachers (UCET), The Chartered College of Teaching (CCT) and resource providers for the Early Career Framework from Shefflield Hallam University
  • To meet with programme providers and teaching staff from Initial Teacher Education institutions across the UK to present the SoL concepts, measure changes in importance attributed to these concepts, discuss issues and opportunities for Science of Learning in initial teacher education and raise awareness of currently available resources and the resources arising from the project.
  • SoLfITE 2017/2018

    This project on the Science of Learning for Initial Teacher Education (SoLfITE) was undertaken at the School of Education, University of Bristol.
    The project took a research-based approach to implementing the Science of Learning into the PGCE course at the University of Bristol, in the academic year 2017-2018. The focus was on how Science of learning can be incorporated in Initial Teacher Education and the steps, in general terms, that might be taken. In addition, the project described the development of the Science of Learning curriculum and the development of the concepts within the Engage, Build & Consolidate framework.