For Artsmark Celebration Week we’re shining a light on the amazing work of schools who’ve received Artsmark accreditation for their commitment to arts and cultural education. Emily Reid, assistant headteacher at St. Bernard’s School in Cheshire, shares details on the Artsmark journeys of schools across Ellesmere Port.
Katherine Peck, primary school teacher at Little Sutton in West Midlands, shares how literacy helped pupils learn more about sustainability and climate change in school. Environmental issues There isn’t a day that goes by when environmental issues don’t appear in …
Jenny Fox, Senior Subject Specialist at the PSHE Association, shares advice on how to approach the difficult topic of pornography with young people in the classroom.
Lee Raftery and Craig Evason are leading on their school’s education recovery plans. They share how the interventions they’ve introduced have supported the pupils who need it most.
Deputy Head Elaine Williams explains how her school have made use of the government-funded National Tutoring Programme to target individual pupil needs, making sure that the children whose learning has been most disrupted by lockdown get the support they need.
With all children now back in classrooms, Deputy Head Andrew Beavis describes how lockdown has developed his school's blended learning approach and how their remote education model continues to support students now they're in school.
Michelle Cobb, Year 6 teacher and maths lead at Underwood West Academy in Crewe describes how using the DfE’s guidance on teaching maths in primary schools has both helped her school get through the pandemic and plan for the post-pandemic future.
Matt Rutter is Assistant Headteacher at Upton-by-Chester High School. He describes his experience of accessing tuition for his pupils through the National Tutoring Programme and the benefits of providing this extra support to pupils.
After nearly a year of responding to the COVID-19 outbreak and now coming to the end of a full half-term of remote education, we invited teachers to reflect on what works best for them when teaching remotely.
Though our return to the classroom has been incredibly welcome, as long as students have to self-isolate at home, schools must continue to the prepare for the ‘worst-case scenario’. At Trinity Academy Halifax, we have continuously refined our remote curriculum to ensure that our students feel adequately supported.