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curriculum

Using research-based evidence to inspire our new curriculum

March 23, 2022March 22, 2022Oxford Secondary

As the winter months start to recede, the education community is faced with the reality that so far this year, teaching and learning continues to be dominated, in a wide variety of ways, by Covid. The prevalence of the Omicron variant has resulted in a high incidence of teacher and student absences and many learners […]

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A positive outlook for the new Oxford Smart Curriculum

March 2, 2022March 2, 2022Oxford Education

You may recall that we launched the Oxford Smart Curriculum direction paper last May. Our aim was to ensure that this was a collaborative effort, so we invited educators and policy-makers working within the educational sector to provide feedback by completing a short questionnaire. With your input, we have been able to strengthen our shared […]

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Stepping up: 6 ways to manage the transition from International GCSE to International A-level

March 1, 2022March 30, 2022OxfordAQA
How can you support your students’ transition from International GCSE to International A-level? Our Head of Teaching and Learning Support Jamie Kirkaldy shares six key strategies.

The UK curriculum approach is somewhat of an outlier in the world of education in how it specialises at such an early stage, with students narrowing from maybe nine or ten subjects to just three or four as they transition from International GCSE to International A-level. There are no mandatory subjects so student choice is […]

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Impact study shows that the Oxford International Curriculum builds pupils’ metacognitive skills and self-regulation

November 8, 2021November 11, 2021Karen Iles
Teacher and her pupil at a desk

The Oxford International Curriculum is a new integrated curriculum, which places an emphasis on the enjoyment of teaching and learning, fostering wellbeing in education, and developing key global skills for learners’ future personal, career and academic success.

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What is clustering and how does it work in the maths classroom?

October 28, 2021May 6, 2022Karen Iles

Topic clustering ties learning outcomes from several topics (and even subjects) together. It focuses on a group of similar smaller concepts being taught together, to encourage a better understanding of big ideas and new knowledge.

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The Post-Covid Classroom: Investigative practical science

May 12, 2021May 12, 2021Oxford Science Team
Investigative practical science in the curriculum

Most practical work in UK secondary schools follows a recipe-based formulaic approach which fails to teach students how to work independently or investigatively.

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Initial thoughts on proposals for new GCSE content and assessment for MFL

April 22, 2021April 22, 2021Mariu Hurriaga
Curriculum

In 2019, the British Academy, the Royal Society, the Academy of Medical Sciences and the Royal Academy of Engineering produced a shared statement calling on the UK Government to adopt a national strategy for languages. They were concerned that the “UK’s poor language capacity has resulted in the loss of economic, social, cultural, and research […]

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Is wellbeing a passing trend or are we seeing a sustainable change in education?

December 11, 2020December 10, 2020Oxford Education
Sustainable wellbeing image

Louise Aukland examines the current evidence surrounding wellbeing in young children and offers advice to help teachers embed wellbeing support into their lessons.

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Ofsted Myth-Busting: Maths

January 24, 2020January 24, 2020Oxford Primary
Ofsted: Maths

Changes to the new Ofsted Inspection Framework may have left you wondering what a new Ofsted inspection focusing on maths might involve, and how best to prepare. That’s where we can help you.

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Curriculum issues in Science

October 2, 2019March 26, 2020Oxford Science Team

Reading through the Ofsted Education Inspection Framework (EIF) [1] it’s clear that there are some implications for Science departments and teachers that need to be considered. In this blog I’ll identify three key issues and discuss them. The three issues are: The 3 Is: Intent, Implementation, Impact Key Stage 3: Two Years vs Three Years Science or Biology, Chemistry & […]

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