The DfE is set to enforce the highly controversial ‘Reception Baseline Assessment’ (RBA) examination for 4-5 year olds this September despite the Coronavirus pandemic.
As abnormal becomes our new normal, many people have missed memorable experiences that will never be recovered. Whilst the severity of the impact of the coronavirus will differ from person to person, it is important to ask: how do we respond to adults and children alike in this situation?
As children and young people are confined to their homes the expectations of how, what, where and when they should be learning are shifting rapidly.
We have a saying in our office: ‘Keep it real!’ Keeping it real for our second year Primary Education 5-11 and final year Primary Education 3-7 trainees, (with QTS), includes the Alwoodley Reading Project, first established in 2013 and extended following our Ofsted Phonics Monitoring Visit in 2015.
Conference for Newly Qualified Teachers (NQTs)
14th February, 2020
Two years have passed since the publication of the government’s Green Paper, Transforming Children and Young People’s Mental Health Provision. A key element of the vision that was set out in this document was to introduce mental health support teams into schools to provide low-level clinical interventions to young people with mental ill health.
On Thursday 26th September colleagues from School of Education successfully delivered the first research symposium for the Youth Sport Trust’s (YST) Learning Academy.
Despite years of monitoring and targets, the professional workforce of education, from early years to university, remains generally unrepresentative of the wider population that it serves, in terms of indices such as gender, social class and ‘race’; this is even more marked at leadership levels (Cabinet Office, 2017). The production of educational knowledge is, therefore, predominantly the outcome of the collective contributions of a partial and skewed sample, with restricted opportunities for its underpinning assumptions to be challenged by those who can offer different gender, social and cultural perspectives.
Turning the PROMISE into a reality; making sense of teachers’ dilemmas as the basis of professional learning
Late September 2019; the Brexit debacle rumbles on in the UK, but our European partnership project has regained momentum. This week the Erasmus+ PROMISE project group reconvened in Scotland where we were greeted by a warm welcome from colleagues at The School of Education at The University of Aberdeen and where we were enveloped in autumn mists.
The salary increase for new teachers is welcome news, but the government also needs to focus retention.
The proposal to increase teachers’ salaries to £30,000 by 2022-23 necessary and will be welcomed by many. However, as Dr Mary Bousted rightly points out, the government also needs to set out how teachers will be retained.