Teachers have a role to play in supporting children and adolescents to understand anxiety as part of the new RSHE curriculum, as well as needing to feel confident that they can support pupils with anxiety and recognise the impact it may have on the children they work with. This reading list collates articles and resources […]
Vic Cook, Education and Research Project Specialist, Chartered College of Teaching Anxiety can be a normal, temporary and productive reaction to things we find stressful. Research suggests that from a young age, children commonly experience certain fears at different ages, such as a fear of ghosts at the age of six (Seven, 2008). However, […]
Janet Goodall, Associate Professor, Swansea University, UK When I was asked to write the editorial for this issue of the Chartered College of Teaching’s journal, I was flattered and very happy to do so, having been an advocate and supporter of the Chartered College since its earliest days. And the topic, of creating effective learning […]
Tara McVey, Vice Principal, Towers School, UK In supportive schools, teachers not only tend to stay and be more effective, they also improve at a much greater rate over time (Kraft and Papay, 2014). For a school like ours, that is a game-changer. In our school, the one-stop solution for improving recruitment and retention, and thus […]
Amy Sayer FCCT, Author Why there is a need to have a conversation When I first started researching staff mental health in schools (Sayer, 2020), there was a clear and urgent need for more schools to receive training to destigmatise conversations about mental health and create a culture in which people felt they would be […]
Ann-Marie Argyropulo-Palmer, Subject Leader for Music, University of Birmingham School, UK Whether introduced by individual teachers or employed school-wide by leaders, routines – a specific sequence of actions regularly followed – are a common feature of UK classrooms (DfE, 2011). Routines as recommended classroom practice can also be seen at a national level, with the […]
Jean Gross, independent consultant and author, UK Nicola Noble, co-headteacher, Surrey Square Primary School, UK; Trustee, Magic Breakfast, UK Liz Robinson, Co-Director, Big Education, UK; Trustee, National Literacy Trust, UK A large body of research (Castro et al., 2015) has found substantial associations between students’ attainment and the extent of their parents’ engagement with their […]
Victoria Cook, Laura Guihen and Amy Gaunt, Voice 21, UK This article draws on a growing evidence base illustrating the positive difference that oracy education makes to children and young people’s outcomes and opportunities. We explore students’ perceptions of oracy, drawing on data collected from 1,994 primary and secondary students across England who had undertaken […]
Helen Hampson, Research and Development Manager, Sevenoaks School, UK Christina Hinton, CEO, Research Schools International; Research Affiliate, Harvard Human Flourishing Program Ayse Yemiscigil, Postdoctoral Research Fellow, Harvard Human Flourishing Program Mark Beverley, Director of Institute of Teaching & Learning, Sevenoaks School Jon Beale, Teacher of Philosophy/Research Fellow, Sevenoaks School Ben Hill, Researcher, Research Schools International […]
Katie Cork, Head of Sixth Form, St Mary’s School, Gerrards Cross Study habits and academic achievement In post-16 education, a student studying for three A-levels has 10 or more hours of undirected time a week within their timetable; this is around half the time recommended for students to spend on independent study (Oakes and Griffin, […]
Dena Eden, English Standards Leader, Inspiration Trust, UK Joy and academic rigour are often dichotomised. However, through careful consideration and application of cognitive science, we can appreciate not only how they can co-exist, but also how academic rigour is crucial if we are to see our students taking joy from English. An academically rigorous classroom […]
Debbie Hill and James Earp, Northampton High School, UK Introduction The return to school following two periods of guided home learning (GHL) and the introduction of mixed model learning has continued to present challenges to the whole learning community. A lot of initial media attention focused on learning loss (Andrew et al., 2020); however, in […]
James Blake, Assistant Principal, The Skinners’ Kent Academy, Tunbridge Wells, UK Rules, routines and regulating them are part of the day-to-day running of any school. Drawing on my experience with a Year 9 class, this reflection considers the role of routines in creating a productive classroom environment that supports learning. From lining up in silence […]
Katie Marl, Curriculum Manager, Education Team, Oak National Academy, UK Oak National Academy was created in April 2020 to support teachers and students during lockdowns caused by the coronavirus pandemic. It hosts over 10,000 lessons, covering the entire National Curriculum for students aged four to 16, and includes 600 lessons for pupils with specialist needs. […]
Gemma Hargraves, Assistant Head (Pastoral), King Edward VI High School for Girls, Birmingham, UK Despite the overachievement of girls in education remaining a persistent historic trend, there may be room for improvement in their willingness to embrace leadership opportunities within secondary schools. Creating the conditions for girls to thrive in education may appear simple when […]
Bethan Coles, Teacher Education, University of Bedfordshire, UK Introduction Students with either high aspirations or high expectations have higher school achievement than those with both low aspirations and low expectations. (Khattab, 2015, p. 731) Low teacher expectations do not necessarily negatively impact on students’ behaviour if there are high aspirations and achievement in place. The […]
Rosanna Wilson, Edward Sellman and Stephen Joseph, School of Education, University of Nottingham, UK Introduction How do English secondary school teachers engage with the concept of ‘wellbeing education’? The global impact of COVID-19 has emphasised the frontline role that teachers and schools play in supporting children’s wellbeing. Nonetheless, the nature of wellbeing and its relationship […]
Jovita Castelino, Cardinal Heenan Catholic High School, UK Homework is a high-impact, low-cost strategy that can have significant implications for academic success, particularly at the secondary level (EEF, 2018). This is dependent on whether the homework set is of a high quality, it is inherently linked to classroom learning and all barriers to successful completion […]
Dr Trisha Waters, Centre for Therapeutic Storywriting, UK Elizabeth Holmes, Freelance education writer, UK Introduction Story Links is a parent partnership model of intervention that supports students at risk of exclusion due to mental health and behavioural difficulties related to attachment anxiety. It uses the principles of therapeutic storywriting (Waters, 2004). The theoretical background of […]
David Bowman, Teacher of Mathematics, GLOW Maths hub, UK The article ‘Mistakes, mindsets and mathematics’ (Bowman, 2018) discussed the four academic mindsets (Farrington et al., 2012) that are the core of the ‘YesUCan’ message (Figure 1). ‘YesUCan’ is a belief that, with effort and great teaching, it is possible to improve in all things. It […]
