Positive psychology is the applied science of wellbeing with a range of evidence-based practices to help you function well. Using this evidence-based approach helps teams and organizations thrive. Positive Psychology for Work is a series of three sessions that will provide delegates with a range of evidence-based tools to help improve wellbeing, achievement and resilience.
The impact of the curriculum lies in whether students have learnt the things you’ve taught them. How do you know whether pupils know what you think they know? This project is intended for primary and secondary headteachers, senior and subject leaders who want to ensure that all pupils benefit from a good quality of education and optimise their learning and outcomes.
Implementing the EEF’s Five-a-day-approach and School Planning Guide for Primary – Part 3 of 3 In the second blog post, the EEF’s recommendations for targeted academic support were outlined. This third and final blog post will focus on the use of wider strategies. Wider strategies support pupils wider learning behaviours that enable schools to remove…
This is part 2 of the ‘Implementing the EEF’s Five-a-day-approach’ series. This blog focuses on using diagnostic assessment to identify learning gaps.
This blog will present a summary of the content and recommendations of EEF’s publication with specific reference to its implications for primary schools.
Evidence from the EEF (May 2022) shows that Covid-related disruption has caused learning loss in children.
There is some evidence that the writing outcomes for primary-aged and Year 7 children were lower than expected compared to previous year groups (Christodoulou, 2021, 2022).
One of the common issues is that writing has been heavily impacted.
This course will ensure that Teaching Assistants are equipped with the knowledge, skills and strategies which are required to support Quality First Teaching and enable pupils to get back on track.
Evidence from the EEF (May 2022) shows that Covid-related disruption has caused learning loss in children.
There is some evidence that the writing outcomes for primary-aged and Year 7 children were lower than expected compared to previous year groups (Christodoulou, 2021, 2022).
One of the common issues is that reading stamina has been heavily impacted.
Through reading aloud, we remove the need for children to engage in word reading and this frees them up to concentrate on language comprehension alone.
How do you embed excellence into schools’ everyday practices, not as an incidental or an accident, but as an actual ethic?
Whilst most educators are familiar with Austin’s Butterfly and the principles of improvement through critique towards excellence, fewer are aware of the foundations of that approach are Ron Berger’s Ethic of Excellence.
