Learners are introduced to new concepts or content at home and classroom time is spent on working through problems, moving onto more advanced concepts and engaging in more collaborative work and project-based learning. In this way, traditional roles for each space are ‘flipped’. Nazara (2019) described the flipped classroom as "a learning approach in which learning components shift from in-class to homework and vice versa" (2019, p 265). 

When one considers the ‘traditional’ teaching, learning and assessment activities that take place in a classroom, as outlined on the Bloom's Taxonomy pyramid below (Bloom, 1956), topics are generally introduced and explored in class, with activities probing higher-order thinking happening outside of the classroom environment thereafter. With the Flipped Classroom Model, the teacher introduces topics outside of the classroom environment using digital methods (e.g. online presentation / video / screencast etc.). More time can then be invested in higher-order thinking activities that involve application, analysis, evaluation and creation in the classroom. 

The following PDST Good Practice videos highlight activities that could be used to engage in a flipped classroom approach in a primary school setting. 

N.B. In the video on the left, the class teacher refers to emailing his pupils and his pupils emailing him. In fact, he is assigning tasks for his pupils to engage with on Google Classroom and they are submitting their work on Google Classroom for him to review.