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Restorative practice – how it can restore trust and help put things right
Let’s look at the system of retribution many schools have in place and how it can...
Andria Zafirakou on arts education – “Someone tells them, ‘You shouldn’t be doing this – there’s no money in it.’ That’s mad.”
When I first started teaching at Alperton Community School, I was an excited NQT fresh out...
Cost benefit analysis – How taking services in-house helped our trust
Schools, academies and trusts need to think creatively about how they spend their money and manage...
“But I’m no good at maths!” – How to tackle academic fatalism
Very young children often have boundless overconfidence. They think they know everything and have no sense...
Pastoral provision – How to provide the support your students need the most
Gone are the Victorian days when teaching only concerned the imparting of knowledge and preparation for...
Setting desirable difficulty – A brief guide to what works
Robert Bjork’s concept of desirable difficulties suggests that introducing different levels of difficulty into learning significantly...
Student engagement – Why your instructions should be measurable
Consider the following three instructions:
They seem reasonable enough, don’t they? Teachers use them...
Real-world maths – “Why do we need to know this?”
‘Who invented Maths? When I’ve built my time machine, I’m going to go back and stop...
Team GB and ParalympicsGB are encouraging our nation’s schools to get behind our competitors...
Trevor Cain, head of design and technology at The FitzWimarc School, explains how...