Friday
The Duke of Edinburgh: Why my award matters
Prince Philip, writing for ÌÇÐÄVlog on 12 November 2004, on why the award that bears his title is so important
How can schools build a post-Covid curriculum?
While teachers may disagree about the extent of the educational change in the past 12 months, most recognise that the pandemic dramatically moved the goalposts. Now, says James Biddulph, schools will need a more flexible approach to curriculum design – and a clearer sense of purpose – if they are to better meet students’ needs and future-proof their learning
Don’t let your school’s new edtech skills slip
Teachers had no choice but to develop their digital know-how when the pandemic hit. But now that the majority of staff and students are back in the classroom, Tristan Kirkpatrick has some practical suggestions to help school leaders ensure these hard-won skills won’t go to waste
Should science GCSEs be compulsory for all?
While a basic, functional scientific literacy may prove useful to students in later life, Ian Abrahams questions whether it is desirable or practical for chemistry, physics and biology to be compulsory at GCSE
How to talk to students about politics - without bias
As professionals, we tend to shy away from talking politics at school. Yet, by ignoring the topic altogether, we leave students unprepared for an important and unavoidable aspect of adult life, says Nathan Burns. He shares his approach to exploring the subject in the classroom
‘Copying other countries’ teaching methods won’t work’
Policymakers must resist the temptation to make a carbon copy of another nation’s ‘successful’ education methods, argues Christian Bokhove
Friday
From Beethoven to Queen - DfE’s new music curriculum
The DfE finally publishes its model music curriculum after delaying for nearly two years
Why university-style lectures don’t work for A level
A-level classes are the dream for many teachers but a sudden switch from activity-based GCSE learning to university-style lectures can make the subject a struggle for you and your students, says Shabnam Ahmed
Why your school should join the culture club
It can be difficult to put a finger on why some schools flourish, even in the face of adversity. For Alex Quigley, the answer lies in a collection of shared behaviours, policies and values
Friday
‘Catch-up’ is not in our AP school’s vocabulary
Children in alternative provision, who may already have missed some schooling, do not need to be told that they have lost another year because of the coronavirus, says Leanne Forde-Nassey
Is it helpful to talk about ‘lost learning’?
Politicians say students need to catch up on ‘lost learning’ after months of disruption to schools. ÌÇÐÄVlog asks six educationalists whether it is a useful expression to sum up the impact of the Covid-19 pandemic on education
EYFS: Why catch-up shouldn’t put pressure on parents
In the early years, there is a danger that focusing too hard on catching up will put pressure on parents and undermine the family environment, warns Julian Grenier
