Throughout the coronavirus pandemic, all of us have been forced to somehow juggle work and life in lockdown alongside our mental and physical health. But one thing’s for certain; regular exercise is of the utmost importance, especially for young people.
The research supports this. Schools that enable children to participate in physical activity have a track record of providing opportunities for students to find their niche and develop skills beyond the classroom.
A recent study by Silah et al from the University of California has looked into the relationship between test anxiety and metacognition. The researchers’ main aim was to assess “how the quantity and relative weight of assessments contribute to the effects of test anxiety on performance and metacognitive accuracy.”
In other words, do tests with high and low stakes affect student performance when it comes to increasing or reducing anxiety and the ability to recall information?
The changes and uncertainty of the past 12 months have put an incredible strain on everyone, not least teachers. From delivering lessons remotely to supporting pupils with both their studies and their mental health, it’s been an enduring challenge that continues to this day.
In order to help teachers cope with constantly moving goalposts alongside their usual workload, a number of solutions have been designed and implemented with varying degrees of effectiveness.
Ask any teacher what the foundation of schooling is and chances are they’ll say the curriculum. It underpins nearly everything a teacher does – structuring lessons, delivering content and assessing how well students are performing.
So when schools and the wider education world emerges from the pandemic, will the curriculum save the day in terms of the attainment gap and accountability?
During the middle of this year’s coronavirus pandemic, a report published by the National Foundation for Education Research (NFER) looked at how the school system was progressing with the country’s ongoing teacher supply challenge.
Key findings of the Teacher Labour Market in England Annual Report 2020 included:
It goes without saying that every organisation and industry around the world is being affected by COVID-19, especially education.
According to the OECD, every week of school closures will cause a massive loss in the development of human capital with significant long-term economic and social implications.
Despite the fact several school leaders think that lesson observations are a valuable tool for professional development, others believe they’re simply an additional source of stress that does little to improve learning.
Regardless of your opinion, research of more than 200 schools has recently revealed that change is on the horizon. Conducted by CPD tracking specialists BlueSky Education, the survey showed that in the last two years, more than two-thirds of schools have adjusted their approach to lesson observations.
With the end of the school year fast approaching, the mind-set of both teachers and students will soon be fully focused on exam season.
Many choose to go their own way when planning and preparing for exams, especially as advice from teachers on how best to approach revising is rarely welcomed by students. But a lot can be said for looking at the evidence behind favourable strategies employed by schools and providing classes with helpful resources on how to succeed.
Jeremy Corbyn recently pledged that if elected, Labour would scrap formal tests in primary schools in England. Speaking to members of the National Education Union in Liverpool, Corbyn claimed that SATS leave children in floods of tears or vomiting with worry.
He also said that the move would free up schools struggling with funding cuts and congested classrooms, and help teacher recruitment and retention.
On Wednesday 13THFebruary 2019, Strategy Education will be co-ordinating an interview day in Thurrock for primary ECTs.
On the day you will have the opportunity to meet a number of Headteachers as well as visit and teach in local schools.
