‘Resilience’ has become something of a buzzword for education policy-makers in the past few years. But the focus has very much been on supporting children and young people to become more resilient, rather than the mental health needs of the adults who work with them. Paradoxically, helping pupils develop their ‘resilience’, in inverted commas, risks becoming another source of stress – another responsibility to add to ever-increasing workloads.
Is your school GDPR compliant yet?
Many organisations are still considering the implications of the General Data Protection Regulation (GDPR) due to be implemented by 25 May 2018.
The GDPR is a major new piece of legislation that is understandably is a source of worry for many, particularly with the media attention it has gained. For schools there are a number of significant changes which need to be addressed, and let’s face it, the timing couldn’t be worse, with SATs, GCSEs and other summer term challenges looming on the horizon.
Do your pupils have fixed mindsets or growth mindsets? Encouraging growth mindsets in children is vital for creating resilient learners, and helps lay strong foundations for their relationship with learning, success and failure.
We're delighted to announce that there are now 100 Virtual Schools across the country whose children in care are using nimbl to access high-quality education resources! For dislocated children and young people, this suport is crucial.
This October was National Bullying Prevention Month, where charities, schools and communities came together to raise awareness and help prevent bullying among children. We too have been busy this month producing resources for both children and adults that can help them understand and deal with bullying.
This October, thousands of Year 13 students will be working on their applications to university. Many schools encourage students to submit their UCAS applications by early November (although Oxbridge, medical, veterinary and dentistry school applicants are required to do so by 15 October). This means the pressure is on for the teachers required to write references.
Summer has come to an end and term is upon us! For NQTs this will be a time of excitement and trepidation as they begin their journey as qualified teachers. Although the year ahead will pose many challenges, it will also be intensely rewarding.
'How do you support EAL learners?'
That can be a tough one to answer. Teachers can sometimes be unprepared when it comes to EAL learners, and recently-qualified teacher Stacie admits that her knowledge of English as an Additional Language was somewhat lacking.
Here at Pearson Publishing we are saying ‘Happy Birthday’ to nimbl, the powerful app behind our mobile resources for pupils and staff. In three short years, nimbl has grown to offer a diverse and full range of titles, while as always allowing effortless tracking and flexible offline learning.
Applying to university is a daunting process. But a recent article in the Telegraph suggested that it’s not only students who are intimidated by top universities: teachers are apprehensive too. Research published by the Sutton Trust reveals that 40% of state secondary teachers rarely or never advise their brightest students to apply to either Cambridge or Oxford. However, teachers play a key role in raising students’ aspirations.
With exam season nearly upon us, we’re featuring a guest post from our intern Sarah Howden about the importance of good invigilation.
Few things are as intimidating as the prospect of going back to school. The smell of the dining hall. The long lines of desks. The exam room hush before frantic writing begins...
What makes a successful school leader?
Author Jeremy Sutcliffe interviewed the UK's best headteachers to find out what makes a good leader. Eight qualities emerged: vision, courage, passion, emotional intelligence, judgment, resilience, persuasion and curiosity. IoE academics came up with a different set of eight as discussed by Nick Morrison, proving that there are in fact a huge number of qualities school leaders need in order to be successful.
This week, new team member Stacie reflects on her time teaching and the importance of teacher well-being.
“How are you? Are you well?”
This week we're thinking about how managing behaviour techniques can be effectively incorporated into CPD, for trainee teachers, NQTs and experienced staff.
The current model of CPD used in most schools, which relies heavily on face-to-face training, has some drawbacks. Most obviously, there is the cost: a Government study found that 46% of schools’ CPD budget is spent on supply teachers to cover the time spent out of lessons instead of actual training. There has to be a better way.