Pupils often have a hard time uniting multiple sources in their research papers. Dr Andrew Shenton shares a model he uses for his sixth-formers to help them with this complex and abstract task of synthesising materials.
Through a new initiative in California, students can pursue their love of competitive gaming while developing career skills and fulfilling curriculum requirements. Professor Constance Steinkuehler explains this new form of connected learning.
By the time students are in Post-16 education, they are well on their path to adulthood. For SEND students, this can be a particularly challenging time as they are forced to navigate increased independence and considerations of work and higher level studies. Lainy Russell of Achieving Further offers simple solutions for teachers supporting students through this important transition time.
Despite legal protections and advanced research on supporting students with sensory impairments, young people with visual and hearing impairment are barely getting by, lagging well behind their peers. Martin McLean and Jude Thompson offer some case studies of students who are beating the odds, showing how simple some of the solutions are and calling for more opportunities for impaired students.
A philosophy-based program called askit is helping students at Central Bedfordshire College learn how to ask questions and reason with problems that don’t have clear answers. Professor James Crabbe and Ali Hadawi explain how this program is transforming aspirations for learners at risk of underachieving.
A new approach helps teachers work with students with dyslexia and other specific learning difficulties. Dominic Griffiths and Liz Horobin show how by thinking of these learning differences as part of a neurodiverse system, the human equivalent of biodiversity, the needs of the whole learner can be addressed and solutions that move beyond labelling or identifying problems can be implemented.
Creating thoughtful, articulate and knowledgeable students is at the heart of a new initiative to balance out the more narrowly focused A Level curriculum. Head Teacher Roland Martin outlines his Free Minds programme.
Why is it going wrong for some young people? Lainy Russell believes that maths taken out of context just seems pointless and abstract. Telling them why its relevant in their lives can lead to a big leap in understanding and motivation.
Testing boundaries may be a normal part of growing up, but many forms of risk-taking behaviours pose serious dangers to young people’s health and well-being. Simon Legrand reports on a new programme which aims to help teenagers understand and mitigate the risks they face in everyday life.
At some point in their careers most teachers have been asked by pupils for guidance about different education pathways and careers options. Now, the Government’s Information Advice and Guidance (IAG) strategy places schools at the heart of this process. So what is the IAG strategy all about, and what do teachers need to know?
If your child is one of the many 15 to 16 year olds who have just received their GCSE results, it is likely that they will be going into some form of further education or training. So what are the qualifications and learning routes available?