Knowing stuff makes learning new stuff easier. Does more knowing stuff have the same impact on comprehending? That is being able to not only understand, but have the “spare capacity to explore the significance, intricacies, interrelationships and implications of what …
Ambitious and powerful vocabulary My commitment to exposing pupils to ambitious and powerful vocabulary, the vocabulary of the subject, remains unabated. Although there is a story to be told before “free” reading, I pick up the baton just after the …
Over the past few weeks ASCL has commented upon on a number of reports and conversations hinting that the Department of Education is listening, that there is greater consultation with our profession’s representatives, leaders and teachers and also hints at …
INSET today concluded with a recorded Wellbeing Webinar to be watched “in your choice of venue,” from Rhiannon Phillips-Bianco, (Year 6 Class Teacher and Wellbeing and Positive Education Leader – Rome International School, Globeducate). Teacher Wellbeing Index 2020, 74% of …
The Manchester United of the wine world. Keen to further develop my HR knowledge and awareness, I have spent the second week of half-term with Rowena Prenderville (People Development Business Partner) and her team at Berry Bros and Rudd, Britain’s …
Retention over recruitment. Education is falling on both counts. We can not keep teachers in the profession, 40% of teachers do not expect to be in the profession within the next five years (NEU Survey). There are specialist recruitment and …
Every time I prepare to teach a new text, I find myself thinking about, and exploring, the differences and the intersection of understanding and comprehension. The vocabulary knowledge required to access the text, the knowledge required to understand the text …
It has been a while since I wrote about curriculum. Reviewing the 2023 ISI Framework has got me thinking about curriculum again, with curriculum stretching across three of the four sections: In truth, not much has changed however, what do …
