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Helsby High School teachers and school leaders share their experience of embedding formative assessment through the two-year teacher learning communities (TLCs) programme, authored by Dylan Wiliam.
Sarah Sawyerr, assistant headteacher, Ricards Lodge High School, explains how their initiatives have included students running training sessions for educational and health care professionals, and primary pupils.
There are many nuances in the understanding and management of pupils with autism, explains Yvette Jackson, head of English, Bay House School and Sixth Form.
Emily Evans, chief executive, The Economist Educational Foundation writes.
Douglas Greig, Headteacher, Plumstead Manor School, writes: my first headship, facing a significant budget deficit, falling roll, battered reputation and deflated staff morale meant that the challenge was on.
Mike Randall, maths teacher at Malmesbury School and author, ASDAN’s new Accelerating Progress maths course, which is aimed at helping learners gain a grade 4 or 5 in the new, more demanding GCSE, writes.
Kathryn Thorne, lead practitioner for English, Prospect School, describes the impact of the Accelerated Reader programme in year 7 onwards.
Katy Parkinson, Founder Director of Sound Training writes.
SSAT senior education lead Dan Belcher describes key features of the recent Apple study visit to the USA by 18 education leaders.
Leadership legacy fellow Holly Henderson, High Potential Coordinator and English teacher, Bristnall Hall Academy, describes the impact for her of the year’s programme.
