The new grade 9: a challenge and an opportunity

Keren Gunn, senior assistant principal for teaching school and staff development at Sir Christopher Hatton Academy, explores the challenges and opportunities of the new top GCSE grade.

Sir Christopher Hatton Academy is an outstanding (Ofsted 2015) mixed comprehensive, the lead sponsor in the Hatton Academies Trust, a teaching school and lead of the Hatton Teaching School Alliance. It achieved its second accreditation with the NACE Challenge Award in 2015, and is working towards its third. 

Rethinking support for the disadvantaged more able

Colin Parker, headteacher of King Edward VI Aston School, outlines the school’s inspiring approach to admitting and supporting more able learners from disadvantaged backgrounds.
 
At King Edward VI Aston School (Aston) we have one of the highest proportions of students coming from a disadvantaged background at any selective school in the country, with around 40% of Year 7 and 8 students receiving financial support.
 

Building independence through marking and feedback

Ynysowen Community Primary School is a successful primary school in Merthyr Tydfil, South Wales. The school is a Digital Pioneer School for the Welsh government and is a self-improving school. Ynysowen achieved its second NACE Challenge Award accreditation in May 2017.
 
Tom Hills, deputy headteacher and additional learning needs coordinator, gives an overview of the substantial work the school has done in the area of marking and feedback.
 

Developing a “menu of challenge” for modern language learning

Anna Wynd, head of modern foreign languages at North Oxfordshire Academy (NOA), explains how the school approaches language learning through a “menu of challenge”.

In our approach to modern foreign language teaching and learning at North Oxfordshire Academy, we strive to nurture and encourage our pupils’ enthusiasm and curiosity, offering a varied menu of challenge.

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