Programme announced for NACE Cymru Conference 2018

Against the current backdrop of policy, curriculum and assessment reform, NACE is pleased to announce the preliminary programme for 2018’s NACE Cymru Conference.

A well-established fixture in schools’ calendars, the conference brings together school leaders, MAT coordinators, policy makers and advisers to discuss the latest reforms, research and evidence-based approaches to provision for more able and talented (MAT) learners.

Kirsty Williams joins NACE Challenge Award celebrations

Yesterday Wales’ Cabinet Secretary for Education Kirsty Williams visited two schools in Merthyr Tydfil to officially present them with the NACE Challenge Award.

Having first attained the Challenge Award in 2013, Ynysowen Community Primary School successfully undertook reaccreditation earlier this year – becoming the eighth school in Wales to do so. Nearby Troedyrhiw Community Primary School completed the accreditation process for the first time this year.

NACE Challenge Development Programme launched

NACE is pleased to announce the launch of the NACE Challenge Development Programme – a suite of resources and support for schools focusing on improving provision for more able learners. The programme builds on the strong foundations of the NACE Challenge Framework, a well-established tool for whole-school self-evaluation and improvement in provision for the more able, within the context of challenge for all.

NACE National Conference 2017: presenters

Taking place in London on 21 June, the NACE National Conference 2017 will feature keynotes from Professor Lord Robert Winston and Professor Simon Colton, policy updates from Ofsted and the DfE, and a broad range of practical workshops led by experienced school leaders, consultants and researchers. Scroll down for the full list of presenters.

Dr Richard Bailey

What can teachers learn from the Bletchley Park codebreakers?

Tom Briggs, education manager, Bletchley Park
“Codebreaking is sort of inherently cool,” says Tom Briggs, education manager at Bletchley Park. “It’s got that link to espionage and secrecy, and that has a certain magic to it.”

The story of the codebreakers stationed at Bletchley Park during World War II remains particularly compelling – with the recent film starring Benedict Cumberbatch further fuelling interest.

What can teachers learn from the Bletchley Park codebreakers?

“Codebreaking is sort of inherently cool,” says Tom Briggs, education officer at Bletchley Park. “It’s got that link to espionage and secrecy, and that has a certain magic to it.”

The story of the codebreakers stationed at Bletchley Park during World War II remains particularly compelling – with the recent film starring Benedict Cumberbatch further fuelling interest.

NACE National Conference 2017: “giving talent space”

The flagship event of the National Association for Able Children in Education (NACE), the NACE National Conference is the leading event for schools with a focus on provision for more able learners.

Taking place in London on 21 June, this year’s conference will feature keynotes from Professor Lord Robert Winston and Professor Simon Colton, policy updates from the DfE and Ofsted, and a day of practical workshops on the theme “giving talent space”.

What you REALLY need to know about the science of learning

A quick search of the internet is enough to confirm there’s no shortage of theories about how people learn, or how to help young people learn more effectively.

The problem, says researcher and NACE patron Dr Richard Bailey, is that much of this information is not only inaccurate, but potentially harmful. He believes, “A lot of the stuff that goes in the name of the science of learning or neuroscience isn’t just wrong – it’s dangerously wrong.”

Why our most able students need better careers support

Emotional resilience adviser Michelle Spirit explains why – and how – schools should improve careers support for the most able students.

Highly able students are not always a top priority for school careers services – and it’s easy to understand why. Students in this group are unlikely to appear short of options, and often assumed to be capable of sorting through the information independently to reach a decision.

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