Bridging Bands for Guided Reading
Resourcing for diversity into Key Stage 2
The ‘dip in literacy achievement’ experienced by some children at age 7-8 may in part be due to a steep rise in text reading challenge that children encounter at this age. This guide will help teachers set up comprehensive Guided Reading resources that support children’s development as they move into Key Stage 2.
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Resourcing for diversity into Key Stage 2
The ‘dip in literacy achievement’ experienced by some children at age 7-8 may in part be due to a steep rise in text reading challenge that children encounter at this age. This guide will help teachers set up comprehensive Guided Reading resources that support children’s development as they move into Key Stage 2.The Assessment of Reading
A theoretically motivated review of currently available tests
An essential guide to choosing reading assessment tests. It surveys seventeen published tests and explain the theoretical basis for choosing the most appropriate test.
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A theoretically motivated review of currently available tests
An essential guide to choosing reading assessment tests. It surveys seventeen published tests and explain the theoretical basis for choosing the most appropriate test.Assessment for learning
Why, what and how?
Wiliam argues that if we are to be successful in raising student achievement, as well as clear about what we want teachers to do differently, we have to understand why changing teachers’ practice is so difficult, and this will require radical changes in the way we treat teachers’ professional development.
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Why, what and how?
Wiliam argues that if we are to be successful in raising student achievement, as well as clear about what we want teachers to do differently, we have to understand why changing teachers’ practice is so difficult, and this will require radical changes in the way we treat teachers’ professional development.Are London’s schools meeting the needs of young people?
This lecture proposes that high-achieving schools should receive financial incentives from the Government to take in the full ability range of students living in London.
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This lecture proposes that high-achieving schools should receive financial incentives from the Government to take in the full ability range of students living in London.
Advocacy for Children and Young People
A review
This timely overview, aimed at a wide audience of policy makers, health and social care professionals and advocacy practitioners, identifies key themes and debates and explores important issues, including strengths, weaknesses and dilemmas in advocacy practice.
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A review
This timely overview, aimed at a wide audience of policy makers, health and social care professionals and advocacy practitioners, identifies key themes and debates and explores important issues, including strengths, weaknesses and dilemmas in advocacy practice.The Adventurous School
Vision, community and curriculum for primary education in the twenty-first century
This is a topical study of innovative and original practice in three primary schools. It aims to illustrate how they have made their schools successful. After an introduction and a background chapter colleagues describe the vision for their school, how it has come about and how they are putting it into practice in adventurous and exciting ways. Secondly, they describe their local context, who they serve and how they have revisited their purpose as a result of getting to understand more about their local area and setting. Thirdly, they give a picture of how they conceptualise, plan and implement their curriculum and design adventurous learning. Their primary focus is to create real learning for life – life as it is now and also life in the future and a broader view of the learning experiences and skills children need to be citizens in the world as it will be in their adult lifetime. It looks at the ways in which the three schools have taken the power to make decisions about their school improvement priorities in ways that give their pupils a central and active rather than tokenistic role. It is about learning and leadership for everyone including the pupils. ‘The Adventurous School’ is characterised in the book as one that is creative and ingenious, develops a confident spirit and a hardy disposition, has a map and planned routes but is not rigid about the journey, is evolutionary, travels with others, takes risks, is questing, questioning and enquiring and is there for something more than itself.
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Vision, community and curriculum for primary education in the twenty-first century
This is a topical study of innovative and original practice in three primary schools. It aims to illustrate how they have made their schools successful. After an introduction and a background chapter colleagues describe the vision for their school, how it has come about and how they are putting it into practice in adventurous and exciting ways. Secondly, they describe their local context, who they serve and how they have revisited their purpose as a result of getting to understand more about their local area and setting. Thirdly, they give a picture of how they conceptualise, plan and implement their curriculum and design adventurous learning. Their primary focus is to create real learning for life – life as it is now and also life in the future and a broader view of the learning experiences and skills children need to be citizens in the world as it will be in their adult lifetime. It looks at the ways in which the three schools have taken the power to make decisions about their school improvement priorities in ways that give their pupils a central and active rather than tokenistic role. It is about learning and leadership for everyone including the pupils. ‘The Adventurous School’ is characterised in the book as one that is creative and ingenious, develops a confident spirit and a hardy disposition, has a map and planned routes but is not rigid about the journey, is evolutionary, travels with others, takes risks, is questing, questioning and enquiring and is there for something more than itself.Accelerated Leadership Development
Fast tracking school leaders
Accelerated Leadership Development captures and communicates the lessons learnt from successful fast-track leadership programmes in the private and public sector, and provides a model which schools can follow and customise as they plan their own leadership development strategies.
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