From the NC website: In the Schools white paper ‘The Importance of Teaching’ published on 22 November 2010 Ministers set out their plans to reduce the amount of guidance and materials offered to schools. They believe that schools should be free to use their own professional judgement about how they teach, without unnecessary prescription. We […]
I just did an assembly for International Day Against Homophobia. The behaviour was appalling. Pupils were laughing and joking. How can I change a culture like this?
You can’t. Not through one assembly. How much work on IDAHO did you do before hand with the classes? Not just your class, but every class in the assembly that day. Did you alert other teachers to prepare their classes? And if you’re uncertain about how it’ll play out, an assembly maybe not the kind […]
I don’t teach PSHE or Citizenship. What relevance does sexual orientation/gender identity have to my subject/curriculum/pupils?
Writing lesson plans that reference LGBT experience in Maths or ICT is not blind ‘political correctness’. Instead it is the provision of undiscovered and relevant materials that facilitate attainment in subject specific skills. Don’t forget you will also be supporting your colleagues across the school by being consistent in challenging homophobia/transphobia, which will ultimately raise […]
We list objectives that cover at least 3 levels in your subject and key stage. This will be familiar to many teachers as the All pupils, Some pupils and Most pupils format. Formative assessment is crucial when delivering this work. We believe assessment for learning (through use of attainment targets to measure progress) is the […]
Opinions can be divided on this. Programmes of Study instruct us what needs to be covered in each subject. Attainment targets tell us the degree of knowledge/aptitude of skill each pupil needs to have at their level. We have linked to attainment targets rather than programmes of study to ensure that these lessons give pupils […]
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- KS4 – PSHE – Omar: Young, Gifted and Gay 2 Part 2
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