This report by the Edge Foundation shows a well-established correlation between the impact of the skills system and the level of economic growth achieved in local communities
Its a fundamental mistake to assume that older children have learned to write effectively by the time they reach 16 and older. Often the underlying skills to effectively think through an argument and present it clearly, are missing. Even if a child has the logical and analytical skills structuring an essay is a taught skill. This knowledge Bank draws together some articles and resources which may help you scaffold effective essay writing and responding to extended exam questions.
Alexandra Riley reports on some new research, highlighting five key ways for school leaders to make maths work for both children and teachers.
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.
Intelligent textbooks empower students to be at the centre of their learning and to create better communication flow between learners and teachers. Karin Bjerde shows how Box Hill School is benefitting from their implementation.
Finding opportunities for interactions within the classroom is crucial for empowering students to take ownership of their learning and gain deeper conceptual understanding. Continuing on from their previous article in CTL (Cultivating a Culture of Thinking), teachers Jeff Watson and Roger Winn continue to share how the ‘Cultures of Thinking’ model is changing their Maths and Science classrooms.
This Ofqual report on 'malpractice' in GCSEs, AS and A-level exams for the 2018 summer series shows that 1,295 penalties were handed out for taking mobiles into exams, compared with 1,060 in 2017 – an increase of 22 per cent.
Leadership Briefing 13.04 (148)
Reforms to GCSEs and A-levels could be preventing pupils from being eligible to receive special consideration when they miss exams, according to this report from Ofqual. Leadership Briefing 13.04(148)
The single most common factor for children who develop resilience is having at least one stable and committed relationship with a supportive parent, caregiver, or other adult. Tony Clifford explains how teachers can use attachment theory to help Looked After Children cope with the stress of their experience.
Creating visual representations of the thinking process can reveal a lot about how students are receiving and retrieving information. Hanna Miller shows how implementation of Thinking Maps across an entire School Trust is providing a framework for success in multiple areas.