Embracing the power of talking
How can we harness people’s natural desire to collaborate into learning power? Louise Stoll argues that learning conversations are the key to building a professional learning community.
Following the CPD road map!
That ‘light bulb’ moment… realising that the answer to professional development lies within your own school! Here, Alison Keyworth and Margaret Noble discuss the benefits of implementing a Professional Learning Framework.
Mathematics can be phenomenal!
To help students reconnect with maths Dave Pratt introduces the notion of making maths phenomenal through carefully designed digital technology. Here he looks at the value of programming.
Making maths teachers interesting
Andy Kemp discusses the important role that CPD plays in encouraging teachers in his school to embrace technology in the classroom, bringing the subject of mathematics to life.
The charter challenge!
After an eye-opening visit to US charter school Green Tech, David Parry shares his experience of the school’s inspirational and pioneering CPD philosophy that ultimately gives at-risk young men brighter futures and asks what we can take from it.
The admissions time bomb
Peter Downes argues that the new Admissions Code is another piece in Gove’s policy jigsaw to make education a divisive marketplace in which strong schools will be able to get much stronger.
Navigating the learning journey
Ramming learning objectives down children’s throats can bore them to death. Helping them track their own progress toward a goal is another thing entirely. Tait Coles uses SOLO Taxonomy to help them recognise where they stand.
SLT 4.2 Report Update
The independent evaluation of the pilot of the linked pair of GCSES in mathematics; International Comparisons in Senior Secondary Assessment; A best practice review of the role of schools forums; Ways into Work: views of children and young people en education and employment.
Managing teacher performance
At the end of last year, new arrangements for managing teacher performance were announced which come into force this September. The new regulations are intended to give schools more freedom to design appraisal policies that suit their own individual circumstances. But is this ‘freedom’ a poisoned chalice?
Strategies in mathematics
The teaching of mathematics has been an area of debate for many years because of the falling numbers of pupils pursuing the subject into higher education - and of those that do, there have been concerns over the ability of students to utilise their knowledge at undergraduate level.