National education charity Future First's brand new primary schools project will see volunteers help build on its successful work in secondary which has seen educators harness the skills of alumni to support students.
Traditionally, studying has involved pens, paper and a workbook crammed with revision notes and, to an extent, it still does. This can often be dull, unengaging and ineffective, and as a result, often more procrastination, than studying, occurs. This is the opinion of many emerging edtech leaders, and thus they are targeting the hard-to-reach “digital natives” by using their own language. The face of education is changing – are you, as an educator, ready to adapt to the 21st century studying?
Recent GCSE results have revealed falling pass rates in secondary school ICT. While the decline might not seem like much to lose hope over, the way we approach STEM subjects (Science, Technology, Engineering and Maths) is certainly in need of a revamp.
Every SEN (Special Education Needs) build is different, because every SEN school is different. That being said, the same base requirements that need considering for a SEN construction project apply to all.
Teachers are calling for the Department for Education to place more importance on modern foreign languages (MFL), according to new research published by Mary Glasgow Magazines, part of Scholastic’s education group.
A survey of 101 secondary schools asked language teachers how important they thought the Department for Education currently sees MFL in schools on a scale of 0-10 – with the average response being just 5/10. When asked how important the Department for Education should see MFL in schools the response rose to 9/10.
Children’s positive attitudes to school not only decline once they move from primary to secondary school but keep on falling two or three years after they make the transition, according to one the largest-scale studies ever to look at the problem.
Researchers have long known that moving schools at age 11 causes problems for significant numbers of children. But the survey by GL Assessment, based on data from almost than 32,000 children in England and Wales, has found that the problems persist in Years 8 and 9 as well as Year 7.
Concern for pupils’ mental health has risen by 13% among school leaders over the past year, according to findings released today by The Key, the organisation providing leadership and management support to schools.
Eight in 10 (80%) headteachers and other school leaders surveyed by The Key this year are worried about their pupils’ mental health, an increase on two-thirds (67%) of those surveyed in 2015.
The ‘Life after levels – what next?’ report, published this week, provides new and welcome insight into how schools are measuring attainment and progress in Years 7-9 following the end of well-established levels in 2014.
The report which is based on in-depth interviews with multi-academy trust and school leaders and a survey of 122 secondary schools by Scholastic, investigates how the teaching profession has responded to the requirement to develop its own methods for assessment and tracking pupil progress at Key Stage 3.
The rise in numbers of school children and a lack of teachers to support this new cohort of pupils has meant that schools are finding themselves increasingly understaffed. So what can schools do to strengthen their leadership model and support the teachers they have to develop their classroom practice?
Keren Prior, a qualified secondary science teacher and head of education services at EES for Schools, discusses how schools can develop their leadership model and ethos to ensure all members of staff are supported and motivated.
Shortage of space is becoming a fundamental issue for many schools across the country. Recently, it was revealed one in six secondary schools are already at or over capacity, with forecasts predicting there will be more than 300,000 additional secondary school pupils by 2020.