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A survey of primary schools in England found that girls outperform boys in English across all phases (Ofsted in Moving English forward. Ofsted, Manchester, 2012). The gender gap remains an ongoing issue in England, especially for reading attainment. This paper presents evidence of gender differences in learning to read that emerged during the development of a reading scheme for 4-and 5-year-old children in which 372 children from Reception classes in sixteen schools participated in 12-month trials. There were three arms per trial: Intervention non-PD (non-phonically decodable text with mixed methods teaching); Intervention PD (phonically decodable text with mixed methods teaching); and a 'business as usual' control condition SP (synthetic phonics and decodable text). Assignment to Intervention condition was randomised. Standardised measures of word reading and comprehension were used. The research provides statistically significant evidence suggesting that boys learn more easily using a mix of whole-word and synthetic phonics approaches. In addition, the evidence indicates that boys learn to read more easily using the natural-style language of 'real' books including vocabulary which goes beyond their assumed decoding ability. At post-test, boys using the nonphonically decodable text with mixed methods (Intervention A) were 8 months ahead in reading comprehension compared to boys using a wholly synthetic phonics approach.

We introduce a virtual physics laboratory, "PhysLab", created using 3D video game technology suitable for advanced level physics courses in secondary schools. This comprises 32 simulated experiments covering a range of physics topics, selected in collaboration with practicing school teachers. PhysLab is made available at no cost for the physics education community as an installable application, ready to run, while giving the instructor some control over how information is displayed, and suitable ranges of experimental parameters. While we focus on the theory, design and pedagogical aspects of PhysLab, we provide some critical reflections on the use of simulations in physics teaching in general, and especially how these could be most effectively used in the physics classroom. The experiments are classified according to their nature: supporting theory; "What if"-scenarios, like playing badminton on the Moon; or as hypothetical situations, such as what happens if you drop your home town into a hole through the centre of the Earth. It is not our intention to advocate the replacement of real practical work; we suggest various ways in which simulations can be integrated into the classroom, including instruction and real practical work. We also discuss the details of several PhysLab simulations: the Wilberforce Pendulum; oscillations of a mass on a rubber band, which involves non-linearity; the Drude theory of electrical conduction; the Cyclotron, and a "Journey to the Centre of the Earth".