Katie Cork, Deputy Head, St Mary’s School, Gerrards Cross, UK Setting growth goals can improve a student’s academic processes and their outcomes. By emphasising individual skill and knowledge development, they assess both cognitive and non-cognitive factors in learning. By fostering an environment conducive to growth, leaders can ensure that these goals become an integral part […]
CHRIS PASSEY FCCT, DEPUTY HEAD, KIMICHI SCHOOL, UK Kimichi School is a small, music-specialist independent school in Birmingham, UK founded by Sally Alexander MBE in 2014. Background The introduction of a National Curriculum and, therefore, GCSEs was overseen by the Secretary of State for Education (1986–89) at the time, the now-Lord Baker. In an article for […]
GEORGE DAVIES-CRAINE, HEAD OF GEOGRAPHY AND EDUCATIONAL RESEARCH CHAMPION, LANCASTER GIRLS’ GRAMMAR SCHOOL, UK JAMES ANNING, ASSISTANT HEADTEACHER, DR CHALLONER’S GRAMMAR SCHOOL, UK MATT FLORY, ASSOCIATE ASSISTANT HEAD, LANCASTER GIRLS’ GRAMMAR SCHOOL, UK A new reality Artificial intelligence (AI) is creating a new reality. With the increased use of programmes such as Duolingo, Quizlet (both of which use […]
SANDRA MILLIGAN AND ANGELA POLLOCK, UNIVERSITY OF MELBOURNE, AUSTRALIA Background and purpose of this paper In Australia in 2012, general learning competencies (referred to in other places by terms such as 21st-century skills, transferable skills or transversal skills) were formally incorporated into the national curriculum and subsequently adopted at every level, in all Australian schooling jurisdictions. […]
JAYSON COX-DARLING, LEAD TEACHER FOR SEND, ST REGIS CE ACADEMY, UK Building blocks I am sitting on my living room floor helping my daughter with her homework. It’s phonics, and as I’m a specialist teacher, it is quickly delegated to me to help. I grab the DUPLO® blocks and a whiteboard marker and together we start […]
DR JESSICA TALADA, LIBERTY UNIVERSITY, USA Introduction Assessments are critical for providing targeted supports to students. Students must take assessments that provide teachers with a system for actionable processes for support. That system is contingent on utilising tools that target specific areas of need in order to provide teachers with guidance for how to support students. […]
Ngozi Oguledo, Lead Practitioner, Ortu Gable Hall School, UK Introduction Assessment can be described as a planned or unplanned process involving the review of learning and the utilisation of the outcome for various purposes. Teachers are the key drivers of an assessment process. They use the process to review what their students have learnt, understand […]
CIARAN ELLIS, CURRICULUM LEADER OF DESIGN AND TECHNOLOGY, LAURUS RYECROFT, UK Times are changing, within both the education sector and the wider world. This is unavoidable, and as educators we need to prepare our students for a future that we may not even be able to comprehend yet. The rate of technological development has been unfathomable […]
MOHAMMED JAMILI, FCCT MED, HEAD OF LEARNING, WAAD ACADEMY, JEDDAH, KINGDOM OF SAUDI ARABIA As an educator with over a decade of experience in the UK education system, and currently serving in a senior leadership role in an international school based in Saudi Arabia, the journey of assessment practices has been both enlightening and challenging. […]
SAM GIBBS, Trust Lead for Curriculum & Development, GMET NIKKI SULLIVAN, Deputy Headteacher, Beckfoot School In this article, we consider why the summative assessment of teaching and professional learning may persist, along with the associated problems. Secondly, we explore how the formative evaluation of CPD (continuous professional development) might support leaders in not only assessing […]
JO DAY AND PURVI GANDHI, TRENT COLLEGE, UK Introduction This article outlines a pilot case study of an innovative project-based induction model for second-year early career teachers (ECTs). The model, based on principles of effective continuous professional development (CPD), integrates essential mechanisms like goal-setting, feedback and action planning, as recommended by the Education Endowment Foundation (EEF, […]
Ben Dryden, School Partnerships Manager, Education Development Trust Laura Fox, Senior Education Adviser, Education Development Trust Douglas Fairfield, Education Adviser, Education Development Trust Aided by the government’s response to COVID-19, including the National Tutoring Programme, in-school tuition in the form of one-to-one and small group interventions has emerged as a popular strategy to address progress […]
Dom Shibli, Secondary Science PGCE Lead and Lead University Mentor, University of Hertfordshire, UK Chris Powell, Secondary Geography PGCE Lead and Admissions Tutor, University of Hertfordshire, UK Vicky Pateman, Head of Initial Teacher Education, University of Hertfordshire, UK For a novice teacher, stepping into the classroom can resemble a vast wilderness, navigating through uncharted territories. […]
PAUL SMALLEY, EDGE HILL UNIVERSITY, UK Many who gained qualified teacher status (QTS) before 2020 will remember a major feature of their training as amassing a huge amount of ‘evidence’ over time to demonstrate that they had met the Teachers’ Standards (DfE, 2012, but in place since 1993). This evidence, often contained in several folders-worth of […]
LIZ PYNE, ASSISTANT HEAD (TEACHING AND LEARNING), PRINCETHORPE COLLEGE, UK Introduction Providing feedback to students is nothing new. As teachers, we do this every day in verbal and written forms to enhance the progress of our students. However, embedding such feedback to ensure action by the students continues to be a frustration and a challenge […]
Rachel Eaton, Teacher of Geography and Lead Practitioner for Teaching and Learning, Whalley Range High School, UK The synthesis of inclusive education, social justice and mobility The concept of education as a form of social justice (DfE, 2017) is an incredibly broad brush stroke, which must consider many factors without idealism. When we think of […]
Teacher of Physics, Frankfurt International School I was introduced to single point rubrics (SPRs) a few years ago, initially trialling them before dismissing them as a useful tool. My introduction was an assessment rubric levelled for a mid-level student that ‘could be used for any/every student’. Assessing every student against a single statement felt like […]
This project has grown out of an inquiry by an all-party parliamentary group into Boys’ Educational Underachievement. On average, boys underachieve, relative to girls at every stage in their education. This all-party group has been running an inquiry to understand the reasons and possible remedies. To find successful practice, the team emailed every school in […]
Neurodiversity in Education is in the process of organising a pivotal online event, Neurodiversity in Education Week, slated for the end of September. Our vision is to create a platform that highlights the significance of neurodiversity in the educational landscape, both in the classroom and within the broader workforce. To achieve a rich and varied […]
This research review was produced as part of a project funded by The Comino Foundation. According to the Centre for Research on Play in Education, Development, and Learning (PEDAL) at the University of Cambridge, most students beyond early childhood age do not currently have the opportunity to learn playfully in school. However, evidence suggests […]
