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.

Inspiring able maths students through peer-led workshops

Bonnie Powell, aspirations leader at The Bicester School, explains how inviting a group of sixth-formers to run a workshop has given her school’s able maths students new inspiration.

As part of the raising aspirations agenda at The Bicester School, this year we arranged a maths workshop session for more able Year 11 students. We wanted to deliver something different from their usual classroom experience, and inspire them to consider maths at a higher level.


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