Why Brexit should be taught in schools
Whether it is meant to be a force to be reckoned with as a society or a protest-inducing phenomenon, the complexities of Brexit should be more effectively communicated. Amand Menon, Director of The UK in a Changing Europe, emphasises why schools should be teaching their students about all things Brexit.
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Applying expert advice and experience leads to improvements in whole-school literacy
Lyndsey Morgan, lead practitioner for literacy, Drapers’ Academy, describes their successful approach, which involves colleagues and students as well as outsider expertise in decision making and implementation.
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From TA to teacher: fulfilling a long-held ambition
At times of recruitment difficulties in schools, the path of Tracey Stonell, a teaching assistant-turned-teacher, is an inspiration to others who are considering changing career or progressing from a support role in school to a teaching role.
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A focus on the needs of the most able can help raise all students’ achievement
Sarah Monsell, subject leader of art at Kingsford Community School, describes how a critical thinking approach can be applied across the school to improve attainment of the most able and standards for all pupils
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SSAT National Conference – students’ views
A number of year 10 students attended SSAT’s National Conference at ICC, Birmingham in December. Here are some of the evaluations from students at Sir Christopher Hatton Academy, collated by their teacher Laura Murphy
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What will help young people from disadvantaged backgrounds to do well at school
Rt Hon David Lammy, former barrister and now MP for Tottenham, highlights the issues in education for young people from working-class BME backgrounds and their families
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Maths from below
Julie Jacques, SSAT lead practitioner, Cambourne Village College, explains how more effective use of teaching assistants and practical resources to improve understanding can improve maths teaching
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‘Student-led’ maths class benefits a range of ability groups
Nilam Patel, mathematics curriculum leader at Canons High School, describes the improvements in progress as well as enjoyment and engagement resulting from personalised learning
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Formative assessment: the most cost-effective way to improve education – but how do we know?
Dylan Wiliam, emeritus professor of educational assessment at UCL, explains the evidence for the cost-effectiveness of formative assessment.
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