Nilam Patel, mathematics curriculum leader at Canons High School, describes the improvements in progress as well as enjoyment and engagement resulting from personalised learning
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Twelve months ago, when we confirmed the title ‘Pure Imagination’, we were thinking about imagined scenarios and possibilities. What became clear over the two days of the conference is that the topics we were covering are not pure imagination, but are already a reality.
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In the years following austerity, we have seen the role of SBM become more demanding and challenging than ever, but also a trend in which SBMs play an increasingly strategic role in school leadership.
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Dylan Wiliam, emeritus professor of educational assessment at UCL, explains the evidence for the cost-effectiveness of formative assessment.
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Unfortunately, educational inequality remains a persistent problem in our system. Despite almost a decade of the pupil premium, the national attainment gap between disadvantaged students and their wealthier peers has failed to close.
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In the midst of all the news reports on Brexit and the madness of the Westminster bubble, the UN’s rapporteur on extreme poverty and human rights reported that despite being the world’s fifth largest economy, the UK has levels of child poverty that are “not just a disgrace, but a social calamity and an economic disaster.”
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Robots will never run our schools. We don’t believe that robots will ever replace the role of the expert teacher. However, ‘robots’ may well change how we teach and how we deliver the curriculum.
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Emma Stroud, English coordinator, Harris Academy South Norwood, responds to last month’s article by her colleague Alan Marshall-Hick.
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Let’s be very clear: the creative subjects are under threat.
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Debates and discussions allow us to think differently, see things from another person’s point of view and develop relationships. And they can help make us aware of our own misconceptions and/or prejudices.
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