Teacher’s Lyceum
Evidence-informed approaches to disadvantage, literacy, curriculum and leadership.
Welcome
The Teacher’s Lyceum explores evidence-informed approaches to disadvantage, literacy, curriculum access, and leadership within high-disadvantage school contexts.
Drawing on classroom practice, middle leadership experience, and professional research, the platform focuses on practical approaches that improve long-term student outcomes.
Daniel Bull-Mittens is a Head of History and incoming Director of Humanities working in a high-disadvantage secondary school context in the UK.
His work focuses on improving outcomes for disadvantaged students through literacy, curriculum design, classroom practice, and departmental systems. Under his leadership, outcomes in History improved from 35% to 64% Grade 4+ through a structured whole-department approach centred on consistency and curriculum access.
He has written guest pieces for Nexus Education, Edarabia, True Education Partnerships, and Global School Alliance, and regularly shares reflections, research, and practical approaches through Teacher’s Lyceum.
The blog explores:
- Pupil Premium and disadvantage
- literacy and curriculum access
- teacher development and leadership
- evidence-informed classroom practice
- implementation and school improvement
Teacher’s Lyceum is intended as a space for thoughtful, practical discussion around what actually improves outcomes for students over time.
Daniel regularly contributes to professional dialogue around disadvantage, literacy, curriculum access, and implementation through conference speaking, professional writing, and cross-school collaboration.
Recent and upcoming contributions include:
- National Pupil Premium Conference 2026
- United Learning ITT & ECT Professional Development
- Portsmouth 100 Educational Collaboration Project
- Holocaust Educational Trust partnership work
For speaking, collaboration, or professional enquiries, please use the Contact page.