My TES Articles

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I have had the pleasure of writing some articles for the TES recently. I wanted to create a running record for myself so that I had access to the electronic versions of each article. Hopefully, they prove of interest to followers of my blog. I will continue to update this blog post with the relevant links:

We Must Expect Magic from Every Student This article focuses upon the whole notion of Gifted and Talented programs: with their attendant issues and unintended consequences. The evidence base for the efficacy of such programs is scanty and it is clear that we need to move beyond the current label and some of the practice that comes under this umbrella in schools. I aimed to propose a better focus on great teaching and unleashing excellence for all students.

Ten Simple Techniques for Teachers and Schools to Ease the Workload Issue Though it never goes away, like the pile of marking teachers regularly trial home, the workload debate is particularly pertinent at the moment. This article explore the issue with workload and stress, but the real focus is a series of simple strategies that schools and individual teachers can apply to ease their workload issues.

Classroom Practice: Why Cultural Currency is a Sound Investment I am immensely proud of this article. It captures my current thinking about how we can change our KS3 curriculum, with a backward planning approach, to make it more effective in preparing our students for their challenges ahead. The story of Ellie is a deeply personal true story for me and it made an indelible impression on my thinking about our curriculum. I am aware that the topic of ‘cultural currency‘ is a thorny issue beset by political ideology and arguments about who decides on what is ‘powerful knowledge‘. My view is that there are core ‘threshold concepts‘, or the big ideas’,  in every subject area and that we need to ensure we address these in our planning.

OFSTED Watch: How Learning is Mired in a Flood of Feedback This article tackles the very current debate about feedback and marking being co-opted as the next OFSTED-craze. Despite updates from OFSTED themselves, many inspections are flagging up feedback as an issue. In response many schools are implementing draconian marking policies that are driving teachers into the dirt of excessive workload.

Classroom practice – Memory aids that are worth remembering. This is a first in a monthly series on classroom teaching rooted in research evidence. This first article is focused upon memory for learning and presents the evidence that attends memory and remembering learning, with three workable strategies.




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