Policies in relation to children experiencing difficulty and/or disability have developed over the last thirty years through a set of exhortations or what we might now call ‘sound bites’ that have arisen from a set of reports, policies and guides. These exhortations tend to take the form of nouns ending in ‘ion’. If you put […]
Massive Open Online Courses are very much in the news at the moment…In this discussion piece we attempt to highlight one aspect of MOOCs, that of validation…
Are children with EAL accommodated in the classroom? Is school policy sufficient? Is this our problem?…As teachers we have a duty to provide an education for all of the pupils in our classroom, helping them to overcome any barrier to learning they may face.
Ben Goldacre’s recent call for more randomised controlled trials (RCTs) in education has renewed interest in evidence-based or -informed practice. Large-scale syntheses of existing studies, such as John Hattie’s, have also become popular reading. While such evidence is thought to tell us ‘what works best’, it does not always reveal why. It is also not […]
On March 19th I was one of the one hundred signatories of a letter suggesting that the draft curriculum was too dependent on dry facts, over-prescriptive, untrusting of teachers and narrow. We feared such a curriculum would demotivate many children by failing to develop their interests, hamper their ability to think critically and creatively and […]