Tag: Secondary

22. Incorporating Social Justice into the Curriculum with Penny Rabiger

22. Incorporating Social Justice into the Curriculum with Penny Rabiger

By |
Penny Rabiger

Helen Prince talks to Penny Rabiger about the importance of listening to young people and what we can learn from them about race, identity and social justice. 

Penny Rabiger was a teacher for 10 years and has been working with social enterprises, charities and start-ups in the education sector since 2007. She was one of the founding directors of The Key for School Leaders, Head of Membership at Challenge Partners, and Director of Engagement with the Finnish edtech organisation Lyfta. Penny is a school governor at a north London primary school, Trustee on a south London multi-academy trust board, a member of the Haringey BAME achievement group and a Co-founder and Trustee of the BAMEed Network. Penny is a coach on the Leeds Beckett University Centre for Race, Education and Decoloniality’s Anti-Racist Schools Award. 

Further reading and support:

21. Metacognition: strategies inside and outside of the classroom with Nathan Burns

21. Metacognition: strategies inside and outside of the classroom with Nathan Burns

By |
Nathan Burns

Helen Prince talks to Nathan Burns about his specialist subject, metacognition. Nathan explains the importance of embedding metacognition into day-to-day teaching, why modelling and monitoring are key approaches in the classroom, and the value metacognition plays in all areas of life, from poaching an egg to putting up a tent.

Nathan Burns is a teacher of Mathematics, Assistant KS3 Progress and Achievement Leader and More Able and Talented Co-Coordinator at David Nieper Academy in Alfreton. He is a former Metacognitive Implementation Lead, as well as the founder of metacognition.org.uk, which offers metacognitive resources and CPD. Nathan is passionate about teaching and learning, and has researched, written about and delivered CPD on metacognition for several years. He tweets at @MrMetacognition

Further reading and support:

  • Where does metacognitive modelling fit in the classroom? Read more from Nathan on the Oxford Education Blog.
  • Metacognition is one of the pillars of the Oxford Smart Curriculum. Read the curriculum direction paper.
  • Find out more about Oxford Smart Mosaic, an intuitive and impactful KS3 Maths course created by Oxford and Craig Barton which helps to embed mastery.
20. Numicon Big Ideas: supporting secondary transition in maths

20. Numicon Big Ideas: supporting secondary transition in maths

By |
Louise Pennington

Louise Pennington and Adam Gaskell talk about supporting secondary transition in maths. They discuss removing barriers to maths learning, the benefits of using manipulatives and the meaning of mastery. 

Louise Pennington is Professional Development lead for Oxford University Press, previous teacher, specialist maths teacher and local authority SEND Team lead working with both primary and secondary schools, students and parents. She is a Numicon Author and vice-chair of the Mathematical Association’s joint primary group. Louise tweets at @pdLouiseP 

Adam Gaskell is Head of Mathematics at a Leicestershire secondary school, NPQML and NCETM Mastery Advocate. Adam tweets at @MrGTeach 

Numicon Big Ideas helps upper Key Stage 2 and Key Stage 3 students learn and explore maths while building their confidence.

Further reading and support:

19. Curriculum review and implementation with Kat Howard

19. Curriculum review and implementation with Kat Howard

By |
Kat Howard

Helen Prince talks to Kat Howard about curriculum implementation and how an exciting curriculum fires up and motivates learners. Kat also discusses fidelity to the subject, how to capitalise on colleagues’ interests and passions to enrich knowledge and extend the curriculum, and the importance of awe and wonder in the classroom.

Kat Howard is Head of Professional Learning for a large Multi-Academy Trust Teaching School Hub and is also the founder of national charity, Litdrive UK. In addition to her in-school role, Kat is an in-house Expert Adviser for the Teacher Development Trust, writing curriculum content for the Reformed NPQ Leadership Suite. In previous roles, she was a Senior Leader taking oversight of staff professional development, performance management and curriculum, with strategic leadership for English, and prior to her career in education, Kat gained extensive experience in the financial sector, overseeing recruitment, training and operations for a leading high street bank.


Further reading and support:

17. Metacognition: bridging the gap between research and the classroom with Lauren Stephenson

17. Metacognition: bridging the gap between research and the classroom with Lauren Stephenson

By |
Lauren Stephenson

Helen Prince talks to Lauren Stephenson about metacognition and bridging the gap between research and the classroom. Lauren also talks about her role in the Research Schools Network, how research shows that working on self-regulation and metacognition with your students can add months to their progress, and shares her top recommendations for wider reading.

Lauren Stephenson is a Physics teacher and Assistant Director of Blackpool Research School.

Further reading and support:

 

16. Identity, Awe & Wonder: giving every young person a voice and ways to bring vibrancy into the classroom with Aaron Bradbury

16. Identity, Awe & Wonder: giving every young person a voice and ways to bring vibrancy into the classroom with Aaron Bradbury

By |
Aaron Bradbury

Helen Prince and Aaron Bradbury discuss the importance of creating a sense of belonging in the classroom and Aaron offers three ideas for teachers to take away around diversity, equity and inclusion.

Aaron is Principal Lecturer Early Years and Childhood (Learning and Development, Psychology, Special Educational Needs and Inclusion) at Nottingham Trent University. Aaron is the Chair of the LGBTQIA+ Early Years Working group and advocates for representation in the Early Years. He is a Member of the Coalition for the Early Years on the Birth to Five Matters and currently researching on Early Childhood workforce, The voice of the child, and Pioneers of Early Childhood. He is also Co-Chair of the Early Years Academy and owner of Early Years Reviews, Team Early Childhood Podcast.

Further reading and support:

  • Learner identity and Awe and wonder are two pillars of the Oxford Smart Curriculum. Find out more and read the curriculum direction paper.
15. Metacognition with Zoe Enser

15. Metacognition with Zoe Enser

By |
Zoe Enser

Helen Prince and Zoe Enser discuss metacognitive learning and how this can motivate students to feel empowered, helping them to build independence and resilience and become lifelong learners.

Zoe Enser was a teacher of English for over twenty years, a middle and senior leader and is currently working across Kent with the Education People as their English Specialist Adviser and an ELE (Evidence Lead in Education) for the EEF. She is also an author, having co-written Fiorella and Mayer’s Generative Learning in Action and the CPD Curriculum: Creating the Conditions for Growth and is a writer for TES and other educational publications. Zoe tweets at @greeborunner

Further reading and support:
  • Zoe explores metacognition in more detail and how student wellbeing can benefit from embedding these practices on the Oxford Education Blog.
  • Metacognition is one of the pillars of the Oxford Smart Curriculum. Find out more and read the curriculum direction paper.
13. Talking transition across the key stages

13. Talking transition across the key stages

By |
Emily Weston

Helen Prince talks to Emily Weston about the key role teachers can play in bridging the word gap at transition. Emily discusses her experience of moving from being a primary teacher to a transition role at a secondary school. She offers tips for improving transition from Year 6 to Year 7, for teachers and parents, and has some good advice for NQTs.

Emily Weston is a KS2/3 Transition teacher, blogger and founder of #TeacherSelfCareSunday on Twitter. She tweets at @primaryteachew

Further reading and support:

12. Why it’s important to teach vocabulary in History

12. Why it’s important to teach vocabulary in History

By |
Lindsay Bruce

Helen Prince talks to Lindsay Bruce about the importance of language and vocabulary in the History classroom. Lindsay shares her passion for teaching students to communicate their opinions, both orally and on paper, a skill that will set them up for life. 

Lindsay Bruce teaches History at a school in the West Midlands. She is an Assistant Head and is also an author for Oxford University Press. Lindsay tweets at @HistoryTeach0

 

Further reading and support:

  • Closing the word gap in History. Lindsay offers 6 ways to build Historic vocabulary on the Oxford Education Blog.
  • What can we do to bridge the word gap at transition? Read more from Lindsay on the Blog.
  • Lindsay shares practical classroom ideas to develop students’ understanding of key vocabulary in our activity pack ‘Closing the Word Gap: activities for the History classroom’. Download a copy.
11. Teaching subject vocabulary in the RE classroom

11. Teaching subject vocabulary in the RE classroom

By |
Dawn Cox

Helen Prince talks to Dawn Cox about strategies to teach subject vocabulary in the RE classroom, ensuring equality of provision, testing retrieval of key words, and the important role parents can play in supporting pupils. 

Dawn Cox is a Head of RE and SLE in Essex; she is also a respected blogger and author. She tweets at @missdcox

Further reading and support:

  • Dawn shares strategies to develop students’ understanding of the words they read, hear and speak. in our activity pack ‘Closing the Word Gap: activities for the RE classroom’. Download a copy.