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It is commonly recognised that mastery of literacy and numeracy involves both implicit and explicit knowledge. For example, we have only implicit knowledge of many spelling rules: we write correctly many words whose orthography we could not explain. It is probably necessary for much of our knowledge to be used implicitly - if we had to think about spelling rules when we write, we would probably have difficulty in composing texts. What is not known is how explicit and implicit knowledge are created through teaching. This research project investigates the connection between different ways of teaching and the acquisition of implicit and explicit knowledge of literacy and numeracy in primary school. Participants will be students, aged from six to nine years, and teachers. Investigations with students will determine how different ways of organising teaching affects the acquisition of implicit and explicit knowledge of some concepts and rules in numeracy and literacy. Investigations with teachers will analyse the connection between the explicitness of teachers’ knowledge, their design of instructions, and their students’ performance in literacy and numeracy. Dissemination will be ongoing, through teacher participation, and also through publications and an online INSET programme at the end of the study

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