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Reimagining education: what will the "new norm" look like? 0 N. team Across the globe schools are coming to terms with teaching at a distance. We are being challenged to think differently, and now is the most important time to come together to innovate – with other schools, and across different sectors. Alongside our senior leader forum on this topic, led by NACE patron Dr Chris Yapp, we are inviting all member schools to collaborate and share creative approaches in the coming weeks and months.  How is your school approaching the challenges of teaching and learning at a distance?  What's working well for your more able learners?  How are you preparing for the new academic year?  What are your main challenges and priorities? Contribute to the conversation by adding a comment to this thread.
by N. team
19 May 2020
Extended Project Programmes for KS3 and KS4 0 Eggar's School Having recently had positive experience of working with The Brilliant Club's Scholars Programme with groups from Years 9 and 10, I am keen to broaden the impact of the programme beyond the 12 pupils from each year group who participated. I would be very interested to hear about any initiatives or experiences NACE members have had with running their own extended project programmes with KS3 and KS4 students, perhaps adapted from elements of the Extended Project Qualification and/or working in partnership with local HE or FE providers.
by Eggar's School
21 April 2020
Effective retrieval practice to help pupils strengthen long term memory 0 Southend High School for Boys Hi everyone, We have spent time looking at robust research surrounding cognitive science and how we can use this to support effective learning during remote learning. Hattie and Yates (Hattie and Yates, 2014) have suggested that if new information makes no sense or meaning, then it is highly unlikely that it will be remembered. This increases with one or the other being present, but if both are part of learning then the chances of getting new information to be encoded into a student’s long term memory is very high – even after several months. We are aware that providing pupils with opportunities for frequent rehearsal allows for greater depth of understanding and helps to strengthen LTM to increase the speed of information retrieval for future use. Spacing is a really effective way to do this, so we have designed some 'retrieval challenge grids' to encourage re-study opportunities throughout the course. Rawson & Dunlosky (2011) found that after an initial learning phase, students benefit from at least three attempts to recall concepts, at widely spaced intervals. For independent revision, too, students would benefit from distributing revision sessions throughout the year rather than immediately prior to an exam. This is a good time to embrace these ideas and ensure that pupils continue to be exposed to a range of topics throughout the year.
by Southend High School for Boys
18 April 2020
Free resources for learners, parents and educators 2 S. Riley We've rounded up some of the free resources currently being shared by our partner organisations and others, to support learners outside of school:
by N. team
09 April 2020
Lockdown Learning- what are the challenges and how can we move beyond them? 0 T. Goodyear Hi all, Ahead of our virtual member meet-up in a couple of weeks time, I thought it would be worth sharing some thoughts/ questions, highlighting some of the challenges schools have faced in terms of delivering quality T&L during these unprecedented times. It would be useful if people could share their school's approach to some of these issues and your views on these. - What should distance learning look like? What about for departments where online tools are not as readily available?/ quick feedback isn't available? - Whilst recall and retrieval activities are useful in the first week or so of lockdown, how do schools move beyond this to deliver new content remotely? - How do you ensure that students are getting a balanced educational diet during a time of lockdown? -How do you ensure consistency of approach? How are schools managing judgements from teachers/ parents about how much can realistically be achieved during one day? One week? One half term? - There have been concerns raised about the gap between disadvantaged and non-disadvantaged students? Those who have access to all resources and those that are resource poor at home. - Is it ok to put the curriculum 'on hold' in favour of longer-term, outcome-driven projects across a range of subjects? - Are schools encouraging students to stick to their usual school timetables in order to maintain some level of routine? If so, is this working/ successful? Manageable? Especially when students may have some significant responsibilities at home/ possibly caring for poorly relatives during this time? - How do schools maintain pastoral support during this time? Lots of thoughts and ideas here, but let's get the conversation started ! Tracy
by T. Goodyear
09 April 2020
Teaching Online 1 S. Riley Lots of resources to support online, distance and home learning shared in this extensive list compiled by Cat Scutt at the Chartered College: another list of useful resources compiled by teachers here:
by L. Bridgestock
08 April 2020
Distance Learning 0 R. Lightfoot In mathematics we are fortunate to have an online tool such as Hegarty maths so that we can keep a check on what students are completing on a day to day basis. We are setting work for the week and encouraging students to spread their work across the week as per their normal school timetable. I have been astonished by their results at the end of the first week; 31/32 students from a high ability group completed all 8 tasks to the desired standard. Most pleasing was the fact that a number of students had sent screenshots of their queries via email throughout the week and, with extra guidance, they were able to correct their errors. More of the students are watching the online videos too. We are following our normal SoW and I had been worried the topic may be too difficult (gradients of lines and y = mc + c) - I shouldn't have worried. 13/18 from a middle ability group also achieved the desired standard from their tasks. We are now pondering how we reach the small numbers that are not engaging with their work.
by R. Lightfoot
30 March 2020
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