Psychology is an amazing subject to teach. Whether you are teaching GCSE or supervising a PhD, we are lucky enough to spend our days understanding how people think, feel and behave. Psychology is a popular subject with students, and it is easy to engage them in understanding how mental health conditions are treated, or how […]
Read moreIn a recent blog post , I talked about the way in which the much-praised Asian education systems are rethinking their ‘grades are everything’ approach to education. It is encouraging to see that they are beginning to realise the importance of a more holistic, child-friendly approach, though I worry that for some years we in the UK […]
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I could not do my job without my science technicians. They have my back when I have forgotten things, they trial experiments and they are always on hand to help me develop new kinaesthetic ways to teach. Four years ago, my lab technician Bev Lewell pulled me aside and asked for a favour. She had […]
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As Psychology Subject Officer for WJEC Eduqas, an important part of my role is to support the teachers who are teaching my specifications. I do this in a variety of ways: offering face-to-face CPD; answering emails and phone calls; developing resources for the classroom etc. However, a British Psychological Society (BPS) survey of psychology teachers, […]
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This week we’re delighted to welcome David Shanks, MFL consultant and lead practitioner at the Harris Federation, as our guest blogger – look out for part two next week… “It’s a great networking opportunity.” “I’m off to network over dinner.” “Sorry, I can’t tonight, I need to show face and network at an event.” When […]
Read moreGood reading comprehension is a critical skill, fundamental to learning across the curriculum, to reading for pleasure and for success in life. Helping children to develop this skill can feel like a challenging process. However, a strong body of research evidence, including a recently published report from the Education Endowment Foundation , reveals three identifiable aspects that underpin […]
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Written by lexicographer Roz Combley There’s nothing like the real thing I was recently lucky enough to analyse the Oxford Corpus, a 55-million-word collection of children’s writing from the BBC Radio 2’s 500 Words story competition. Any lexicographer will tell you that once you’ve worked with a corpus—a wonderfully powerful resource of real language evidence—you […]
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If you’re looking for the answers to the ‘Can you?’ questions in The Complete Companions for AQA, you can now find these on our website . We will update the link printed on p4 of The Year 1 and AS Complete Companion next time it is reprinted. We apologise for any confusion.
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Oh no! More suggestion, in an article I’m reading, that gaining reliable knowledge from the media might be even harder than sticking to a diet! Just as we’re assaulted with tempting displays of candy and chocolate as we head for the supermarket check-out, we’re faced with screaming headlines, awful photos, and our own fear and excitement […]
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First, a bit of theory about learning. In 1980, Shlomo Vinner, an Israeli mathematics educator, coined the terms ‘concept image’ and ‘concept definition’ to highlight the difference between what students actually know about a concept and the formal meaning of the concept. David Tall, an English mathematician and educator, is credited with promulgating the term […]
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