Impact Wales

Great questioning is one of the most powerful tools we have as teachers—but only when it’s done with purpose.

Our 5-step questioning model helps you:
✅ Focus on the learning you want to see
✅ Plan questions that uncover misconceptions
✅ Model high-quality answers
✅ Engage every pupil in thinking
✅ Adapt teaching in real time

This isn’t guesswork—it’s grounded in robust international research and designed for real classrooms.

At Impact Wales, we support schools to turn evidence into practical strategies that genuinely improve the quality of learning.

If you’re trying to solve a persistent problem in your school, we can help.

📩 [email protected]

The working memory can limit or even arrest learning if it is overloaded. Teaching should be aiming to create cognitive balance for our pupils. That means increasing capacity, by activating prior learning and accessing the long-term memory and reducing load, by thinking carefully about potential distractions and interruptions from the learning environment as well as simplifying the way new content is presented.
If you are able to get that cognitive balance right, then learners will fly!
If you'd like to know more about how to use research to make a difference in your classroom, get in touch [email protected]

Where is the learning process failing? You spend time and effort designing a great lesson, and then your pupils fail to learn what you wanted them to. This is a common situation for teachers. So, what can you do about it?
This is where having a clear theoretical framework of the learning process makes the difference. You can then begin the process of pinpointing where things are going wrong and start to design a solution.
If you'd like to know more about how to use research to make a difference to the quality of learning in your classroom, get in touch [email protected]

We don't want to make learning less demanding, but we do want to lower the cognitive demand during the learning process.

What's the difference? There are 3 types of cognitive load all competing for the same really limited capacity. They include the way in which learning is presented and the environment in which it occurs, the difficulty of the material itself and how pupils are supported to think about the new content.

There's a lot going on! In the Impact Wales Short Guide to Managing Cognitive Load are 7 ways to lower demand and increase capacity. Take a look ⬇️👀

All of our sketchnote resources are free to download from our website. Just go to www.impact.wales and click ImpactPlus to sign up for free.

It's free, because we want to make a difference!

We’re called Impact Wales because we believe in having an impact. It’s not only in our name, it’s in everything we do.

Whether it’s through our bespoke support, our workshops, our professional learning packs or our famous Sketchnotes, we support teachers and leaders to make an impact in the classroom.

To learn more about what we do, visit our website (see link in bio).

School improvement is driven by change, but for change in teaching practice to happen habits must be identified, evaluated and replaced.

What is a habit? How does it work? How do you build a new habit? How long does that take?

We use evidence to help schools change and improve the quality of teaching and learning. If you would like to know more, contact us at [email protected] or give us a call on 029 2167 9140.

🎙️ Listen to the Impact Podcast for the latest education news and the best professional learning to help you make an impact in your classroom.

Hosted by Fin Wilson, we release new episodes weekly during term time.

🎧 Listen wherever you get your podcasts, or on our website at impact.wales/podcasts

🎙️ The Impact Podcast brings you the best professional learning to help you make a real impact on your classroom.

Hosted by education expert and author Fin Wilson, we release new episodes weekly during term time.

🎧 Listen wherever you get your podcasts, or on our website at impact.wales/podcasts

It feels like pupils' attention spans are getting shorter. Pupils seem less able to focus on their learning and are more likely to give up on tasks as they become challenging. Every teacher I talk to complains that attention is not what it used to be and with good reason!

Every one of us who owns a digital device is permanently distracted, waiting for that ping, or buzz from our pocket to tell us our phone has a message or a notification to share with us.

But, mobile phones and social media haven't changed our potential to pay attention, just our willingness to do so. And of course, that is exactly what teachers are seeing in the classroom from the youngest children upwards. Ove the next few weeks I will be sharing blogs about the attention deficit teachers are seeing and what can be done about it.

If this is something you would like to know more about, and would like help to address with your pupils so they can focus, pay attention and sustain attention for longer and longer periods of time, watch out for those blogs and sign up for the Impact Wales Improving Attention Workshop in both South and North Wales by clicking the link:

Improving Attention Workshop Improving Attention Workshop