Creative Teaching & Learning

Note to the new Minister: Scrap EBacc and Nick Gibb

It’s customary to give the new Education Secretary some policy advice, and ours to Justine Greening is to reverse the disastrous decline in arts subjects since the introduction of the English Baccalaureate (EBacc).

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#43309"
  ["title"]=>
  string(48) "Beyond Brexit: All quiet on the education front?"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(44) "https://www.teachingtimes.com/beyond-brexit/"
  ["post_date_timestamp"]=>
  int(1475677440)
  ["objectID"]=>
  string(12) "post-43309-2"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(247) "The shock result of the Brexit vote and subsequent cabinet reshuffle have pushed the DfE’s recent and controversial White Paper right out of the political spotlight. Are schools finally in for some peace and quiet? Roger Inman isn’t so sure..."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(400) "... Inman asks: is any school safe?library.teachingtimes.com/articles/what_could_the_new_education_bill_mean_for_schools2. Note to the new minister: Scrap EBacc and Nick Gibb – It’s customary to give the newEducation Secretary some policy advice. This is ours.teachingtimes.com/articles/note-to-the-new ..."
      ["matchLevel"]=>
      string(4) "full"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(48) "Beyond Brexit: All quiet on the education front?"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(247) "The shock result of the Brexit vote and subsequent cabinet reshuffle have pushed the DfE’s recent and controversial White Paper right out of the political spotlight. Are schools finally in for some peace and quiet? Roger Inman isn’t so sure..."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(3200) "academisation, especially in the ‘Achieving Excellence Areas’of the country with the worst performance.We wait to see whether Justine Greening will be content to let the National SchoolCommissioner and his RSCs continue to grow their power in this way to the growingexclusion of LAs, or whether a new way will be found to balance the RSC-LA relationshipfor the benefit of all schools and students.Roger Inman is a solicitor for schools and head of education at Stone King LLP.Knowledge trails1. What could the new Education Bill mean for schools? – Forced academisation will play alarge role in the government’s efforts to raise standards, if their first Education Bill is anything togo by. Roger Inman asks: is any school safe?library.teachingtimes.com/articles/what_could_the_new_education_bill_mean_for_schools2. Note to the new minister: Scrap EBacc and Nick Gibb – It’s customary to give the newEducation Secretary some policy advice. This is ours.teachingtimes.com/articles/note-to-the-new-ministerReferences1. Department for Education (2016) Educational Excellence Everywhere. [pdf ] Available at: gov.uk/government/uploads/system/uploads/attachment_data/file/508550/Educational_excellence_everywhere__print_ready_.pdf [Accessed 15 August 2016].2. Department for Education (2014) The constitution of governing bodies of maintained schools: Statutoryguidance. [pdf ] Available at: gov.uk/government/uploads/system/uploads/attachment_data/file/459032/The_Constitution_of_Governing_Bodies_of_Maintained_Schools_Stat_Guidance….pdf [Accessed 15 August2016].3. Department for Education and National College for Teaching and Leadership (2015) Governance handbook.[pdf ] Available at: gov.uk/government/uploads/system/uploads/attachment_data/file/481147/Governance_handbook_November_2015.pdf [Accessed 15 August 2016].http://www.stoneking.co.uk/http://library.teachingtimes.com/articles/what_could_the_new_education_bill_mean_for_schoolshttp://library.teachingtimes.com/articles/what_could_the_new_education_bill_mean_for_schoolshttp://www.teachingtimes.com/articles/note-to-the-new-ministerhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/508550/Educational_excellence_everywhere__print_ready_.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/508550/Educational_excellence_everywhere__print_ready_.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/508550/Educational_excellence_everywhere__print_ready_.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/459032/The_Constitution_of_Governing_Bodies_of_Maintained_Schools_Stat_Guidance….pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/459032/The_Constitution_of_Governing_Bodies_of_Maintained_Schools_Stat_Guidance….pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/481147/Governance_handbook_November_2015.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/481147/Governance_handbook_November_2015.pdf"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(7) {
        [0]=>
        string(4) "note"
        [1]=>
        string(3) "new"
        [2]=>
        string(8) "minister"
        [3]=>
        string(5) "scrap"
        [4]=>
        string(5) "ebacc"
        [5]=>
        string(4) "nick"
        [6]=>
        string(4) "gibb"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Beyond Brexit: All quiet on the education front?

5 Oct 2016

array(8) {
  ["distinct_key"]=>
  string(10) "post#43839"
  ["title"]=>
  string(41) "Maths Mastery – Is It Just Another Fad?"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(50) "https://www.teachingtimes.com/slt83-maths-mastery/"
  ["post_date_timestamp"]=>
  int(1510235160)
  ["objectID"]=>
  string(12) "post-43839-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(228) "With government backing to the tune of £49 million Maths Mastery has stormed into our education system promising great things.  But what is the evidence? What even does it mean? John Dabell takes a look at a strange phenomenon."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(354) "... its weight behind it and invested heavily. The £41 million funding for the maths mastery specialist teacher programme is a huge step and the schools minister, Nick Gibb, describes mastery as “one of the most valuable education initiatives undertaken by our government over the past few years”.Maths mastery is ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(41) "Maths Mastery – Is It Just Another Fad?"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(228) "With government backing to the tune of £49 million Maths Mastery has stormed into our education system promising great things.  But what is the evidence? What even does it mean? John Dabell takes a look at a strange phenomenon."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5683) "In his finger-poking and thought-provoking book ‘How to survive and succeed as a Headteacher’, Kevin Harcombe asks us to press the pause button and think carefully about jumping on trendy  bandwagons. He says, “Snake-oil salesmen used to roam the Wild West selling paten miracle cures; they are mirrored in current education by pedlars of wares that promise to interest, excite, inspire and raise attainment.”Does maths mastery fit into this quick-fix promise of a miracle cure for maths attainment in the UK?  One thing is certain, maths mastery has been, and still is, extremely influential with many schools adopting the approach as their maths modus operandi. Mastery carries a lot of political and educational capital because the Government has put its weight behind it and invested heavily. The £41 million funding for the maths mastery specialist teacher programme is a huge step and the schools minister, Nick Gibb, describes mastery as “one of the most valuable education initiatives undertaken by our government over the past few years”.Maths mastery is literally being flown in from the East to save our souls and the ‘I can’t do maths’ British disease. Chinese maths masters have been parachuted in to show us how to do the maths and how teaching masterly can help pupils become independent, resilient and skilful learners.    But have we been sold a pedagogical pup and do you need to go down the mastery route? What is mastery?In recent times, the term ‘maths mastery’ has taken on a life of its own and is spoken about almost reverentially. It’s almost as if it has stepped out of the misty mountains and something we should bow to, kiss its feet and make an offering.Mastery is commonly seen as an export of South-East Asian jurisdictions such as Shanghai or Singapore although ‘mastery’ doesn’t actually belong to one country or one city – mastery belongs to everyone.  When we strip it back to the bare bones, mastery isn’t that mysterious at all and it’s something that many schools have done for years even if they haven’t labelled it ‘mastery’.     There is no single meaning of ‘mastery’ which everyone agrees on but Charlie Stripp, Director of the National Centre for Excellence in the Teaching of Mathematics (NCETM), provides us with a helpful definition of what mastery is. “Teaching maths for mastery involves employing approaches that help pupils to develop a deep and secure knowledge and understanding of mathematics at each stage of their learning, so that by the end of every school year or Key Stage, pupils will have acquired mastery of the mathematical facts and concepts they’ve been exposed to, equipping them to move on confidently and securely to more advanced material.”This definition is a shrewd one because it talks about ‘approaches’ to helping children get to grips with their maths. You may have heard maths mastery spoken about as the ‘mastery approach’ but this is a myth: various approaches are used to bring about deep understanding through intelligent practice with variation. These approaches are ways of teaching schools used pre and post National Numeracy Strategy (NNS) and within the NNS itself. For example, ‘maths mastery’ focuses heavily on using pictorial representations but then these would be used as part of good teaching anyway within a banquet of activities that effective maths teachers would have planned for in any event.  You might have been quite happy up to now that your mixture of approaches gleaned from various sources was already producing creative human calculators with an understanding of concepts deeper than a wishing well.       Maths mastery is constructed on the belief that every child can succeed given the right amount of time and the right kind of attention. Mastery teaching involves making sure that every child is included and can access the whole curriculum so everyone can develop a deep, secure conceptual understanding of every part of the maths curriculum. Mastering a concept means being confident and competent.   You may have heard that mastery means differentiation is out but this is another maths mastery myth. There is still quite a lot of differentiation taking place based on effective interventions whereby teachers differentiate the time and support they give pupils, not content. The whole class move at the same pace but children who learn faster (called rapid attainers) stay on the same content but are stretched with more complex problems that are richer challenges.   You might question whether this approach is a radically new way of teaching and learning if you have already been teaching like this for 20 years. Then again, you may have been setting for maths and not had to deal with a whole class of needs wider than the Grand Canyon. Mastery may phase many primary school teachers because the majority are not big fans of maths.  As Nick Tiley-Nunn says in his witty and intelligent book ‘How To Teach Primary Maths’,   “The majority of primary teachers have not studied mathematics at a higher level. In fact, I would probably go a step further and say that there are more primary teachers who actively dislike maths than enjoy it. There are a lot of primary teachers who would not teach maths if they had any choice at all.”It’s worth remembering therefore that mastery is making primary teachers nervous because their maths is already fragile and shaky compared to their"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(5) {
        [0]=>
        string(4) "note"
        [1]=>
        string(3) "new"
        [2]=>
        string(8) "minister"
        [3]=>
        string(4) "nick"
        [4]=>
        string(4) "gibb"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Maths Mastery – Is It Just Another Fad?

9 Nov 2017

array(8) {
  ["distinct_key"]=>
  string(10) "post#60933"
  ["title"]=>
  string(25) "Digital Learning 1.2 News"
  ["categories"]=>
  array(1) {
    [0]=>
    string(16) "Digital Learning"
  }
  ["url"]=>
  string(37) "https://www.teachingtimes.com/news-2/"
  ["post_date_timestamp"]=>
  int(1565259339)
  ["objectID"]=>
  string(12) "post-60933-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(0) ""
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(330) "Head teachers oppose calls for Mobile Phone BanNick Gibb, the minister for school standards in England, has called for a ban on mobile phones in classrooms—and for pupils to be taught about the dangers of excessive screen time.Gibb stated, ‘Schools obviously are free to set their own behaviour ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(25) "Digital Learning 1.2 News"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(0) ""
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5679) "Head teachers oppose calls for Mobile Phone BanNick Gibb, the minister for school standards in England, has called for a ban on mobile phones in classrooms—and for pupils to be taught about the dangers of excessive screen time.Gibb stated, ‘Schools obviously are free to set their own behaviour policies but my own view is that schools should ban mobile telephones and smartphones inside school, and particularly inside classrooms.‘I believe very strongly that children should be limiting their own use at home. Every hour spent online and on a smartphone is an hour less talking to family, and it’s an hour less exercise and it’s an hour less sleep. ‘And of course it is a lack of sleep that research is showing can have a damaging effect on a child’s mental health.’ Education secretary Damian Hinds added that it was not up to the government to enforce a ban but a decision for headteachers. Hinds said, ‘We have a system where, rightly, we want headteachers to be in charge of schools. They tend to know the schools best and they know the kids best.’ He added that he wouldn’t support a national ban but said: ‘What I want to do is stand foursquare behind the headteacher who bans them. ‘If you think about some of the complexities—if you just have a ban, what do you do about kids who are in school but after hours? Or what do you do on a school trip? Or what do you do with the child who has particular medical needs, where they might have to make an emergency call? How do you deal with that?‘If you’ve got the school making the rules—and by the way schools have always made the rules, including about banning things and confiscating things—they can allow for those difficult cases and make those adjustments. Nick Gibb said he was concerned about the dangers of device dependency ‘It’s worth saying that of course most schools do have restrictions on mobile phones, and in many cases a total ban, and I absolutely support the schools that decide to do that.’In response, the National Association of Head Teachers warned banning phones in schools outright could make tackling the associated problems harder. ‘Outright banning mobile phones can cause more problems than it solves, driving phone use underground and making problems less visible and obvious for schools to tackle,’ said the association’s senior policy adviser, Sarah Hannafin. ‘Ultimately, schools work to prepare young people for the outside world, giving them the awareness and strategies to responsibly monitor their own screen use and the ability to identify and deal with any negative impacts or problematic content they encounter.’Replace Email with AI to Reduce Teachers’ WorkloadTeachers should not have to email outside of office hours and should instead embrace innovative technology such as AI to help to reduce their workload, suggests the Education Secretary. Addressing more than 800 of the world’s leading tech companies and start-ups, as well as school representatives and international education ministers, at the Bett Show in London, Mr Hinds told teachers and school leaders to make smarter use of technology, both inside and outside of the classroom, to make sure that it does not add to teachers’ responsibilities.The Education Secretary said that while education technology has the power to transform education, its growth in the classroom has created both opportunities and challenges.He cited the example of email and the impact it has had on working lives.Mr Hinds said, ‘More than half of teachers’ time is spent on non-teaching tasks, including planning, marking and admin, and that workload is one of the most common reasons for teachers leaving the profession. Education is one of the few sectors where technology has been associated with an increase in workload rather than the reverse. And let’s think why.‘Back when I was at school there was an annual parents evening and a report at the end of the year. Maybe a letter home if there was a school trip. That report still happens and so does the parents evening, but email has revolutionised parent, teacher communication. Email hasn’t replaced much—mostly it has just added.Many schools are already reviewing their school practices to reduce workload—and to those who haven’t already, I encourage them to look at what they can do to shift away from an email culture in, and into, school to free teachers up to spend more time in the classroom.’Damian Hinds cited Bolton College, which is using an artificial intelligence to reduce the hours teachers spend on administrative tasks:‘At Bolton College, for instance, they have used IBM Watson, an artificial intelligence programme, to build a virtual clerk they call ‘Ada’. Ada helps deliver personalised learning and assessment for 14,000 students [and] queries about attendance or curriculum content.It has saved Bolton’s staff hours and hours of time they would have spent on admin either at college or in their own spare time.’New Scheme Launched to Help Schools Improve Tech in SchoolsA pilot is being set up by the EDUCATE programme, based at UCL knowledge lab, whose researchers want to work with teachers on dispelling some of the myths about, and fears of, using education technology (edtech) in the classroom.The scheme will help teachers to make the most of the technology they already have and advise them on purchasing edtech that is effective and useful in teaching and learning. Programme participants will also receive mentoring for up to six months,"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(5) {
        [0]=>
        string(4) "note"
        [1]=>
        string(3) "new"
        [2]=>
        string(8) "minister"
        [3]=>
        string(4) "nick"
        [4]=>
        string(4) "gibb"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(16) "Digital Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Digital Learning

Digital Learning 1.2 News

8 Aug 2019

array(8) {
  ["distinct_key"]=>
  string(10) "post#44308"
  ["title"]=>
  string(11) "News Update"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(40) "https://www.teachingtimes.com/ctl81news/"
  ["post_date_timestamp"]=>
  int(1531918740)
  ["objectID"]=>
  string(12) "post-44308-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(87) "The latest news in education from Creative Teaching and Learning  issue 8.1 (July 2018)"
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(365) "... pressure experienced by students sitting the SAT examsThe government takes a ‘dim view’ of schools putting pressure on pupils over SAT tests, the schools standards minister has warned, following reports of children crying, vomiting and having nightmares.Nick Gibb said that he would be ‘very concerned’ if schools had made ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(11) "News Update"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(87) "The latest news in education from Creative Teaching and Learning  issue 8.1 (July 2018)"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5681) "Affluence still advantaging grammar school entriesGovernment puts the onus on schools for pressure experienced by students sitting the SAT exams Physical coordination linked to academic success Update to sex education to meet 21st-century values Affluence still advantaging grammar school entries Affluent families whose children sit the 11 plus test for grammar schools in local authorities where they do not live are gaining an edge over disadvantaged pupils, new study finds.There is no evidence that expanding grammar schools will promote social mobility by providing more opportunities for disadvantaged pupils, research from Durham University suggests.The varied proportion of grammar school places in local authorities – from 1.4 per cent to 37.4 per cent – has led to imbalanced grammar school opportunities for pupils from different backgrounds.Pupils in some local authorities – which may have fewer grammar school places – need to achieve more than twice the marks at the end of primary school than peers in other local authorities to have any chance of being admitted to a grammar school, the study finds.Therefore, more advantaged pupils who move outside their home local authority for a place at a grammar school where the competition is less intense will benefit over their peers, the study says.The report comes after the government announced plans to hand over £50m to existing grammar schools to help create thousands of new places in an effort to boost social mobility.The funding has been granted despite widespread criticism which highlighted that less than three per cent of pupils in the 163 existing grammar schools in England are eligible for free school meals.The author of the study, Binwei Lu of Durham University, said: “There is also no evidence that grammar schools can help the poor, as their likelihood of attending such schools is limited.”The study looked at England’s National Pupil Database – which included more than 600,000 pupils – to show how a child’s chances of going to grammar school varied depending on the local authority in which they lived, their social and ethnic background, and their attainment level at primary school.“The imbalanced opportunities for grammar school entry among LAs, combined with the freedom to move across LAs for grammar school places, has resulted in different access levels for pupils from different backgrounds,” found the report.Government puts the onus on schools for pressure experienced by students sitting the SAT examsThe government takes a ‘dim view’ of schools putting pressure on pupils over SAT tests, the schools standards minister has warned, following reports of children crying, vomiting and having nightmares.Nick Gibb said that he would be ‘very concerned’ if schools had made 10 and 11-year-olds feel stressed during the tests in Year 6.Speaking as schools received their SATs results, he said: “These aren’t tests that affect the future of the child. So there is absolutely no reason why any school should put pressure on young children.”The minister’s comments come as a poll revealed more than two in five children said they were worried to sit the tests – with almost a quarter believing the results would help them find a job. Another survey of teachers revealed that children had nightmares, had been left in tears and were sick from anxiety in the wake of the tougher assessments – which are used to hold schools to account.More than a third (36 per cent) of primary school pupils in England failed to meet the expected standards in the tests this year – compared to 39 per cent of Year 6 pupils in 2017, the results revealed.The tougher tests – which have now been taken for the third time – have been criticised by teachers, psychiatrists and parents for placing too much pressure on children’s wellbeing at an early stage.Physical coordination linked to academic success Children who struggle to catch a ball are less likely to perform well in reading, writing and maths exams, a study has found. This new research raises the possibility that schools should provide extra support to children who lack hand-eye coordination.More than 300 children aged between four and 11 took part in various computer tasks for the study, led by researchers at the University of Leeds.Their co-ordination and interceptive timing was tested by their ability to interact with a moving object. Tasks designed to measure eye-to-hand coordination involved steering, taking aim and tracking objects on a computer screen.In one task, the children had to hit a moving object with an on-screen bat, which researchers said tapped into a fundamental cognitive ability – how the brain predicts the movement of objects through time and space.Those with better hand-eye coordination tended to have higher academic attainment, the study found.Those who performed best at the “steering task” in particular were, on average, nine months ahead of classmates who struggled. However, while interceptive timing skills tended to be linked to ability in maths, it did not influence reading and writing development.Mark Mon-Williams, professor of cognitive psychology at the University of Leeds, said: “The results show that eye-to-hand co-ordination and interceptive timing are robust predictors of how well young children will perform at school.“The current thinking among psychologists is that the neural circuitry used to build up a child’s understanding of their external environment, the way they orientate themselves spatially and understand their world is also used"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(5) {
        [0]=>
        string(4) "note"
        [1]=>
        string(3) "new"
        [2]=>
        string(8) "minister"
        [3]=>
        string(4) "nick"
        [4]=>
        string(4) "gibb"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(32) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

News Update

18 Jul 2018