Roy Blatchford is one of the UK's most respected educationists. 'Success is a Journey' is a beautifully written collection of his recent essays about the education landscape, reflecting Roy's very high regard for teaching and schools. Over the past thirty years, Roy has written widely on school and college inspection, curriculum innovation, global education, policy and politics. His love of classrooms and enjoyment in watching children succeed are always present. His conversations with students, teachers and leaders have informed the content of many of the essays in this collection. Roy Blatchford's influence in establishing national standards in England's schools is evident in the contents of Part Two of the book. He was lead author of the the DfE Teachers' Standards, Master Teacher Standard and National Standards of Excellence for Headteachers. Part Three explains and exemplifies the practice of Blinks, a distinctive approach to reviewing and reporting on education settings which he has, with colleagues, established over the past fifteen years in the UK and internationally.
The Three Minute Leader presents 101 snippets of advice, provocation and reflection to encourage school leaders as they go about their daily routines. 'Less is more' is its guiding principle. Enjoying the role is the key ingredient, together with the three essentials of leadership: humanity, clarity, courage.Education leadership is a people business. This short compendium is for people who are school leaders, wherever on the globe they find themselves.
What is the cocktail of successful schools and their leaders? They are restless. There is a paradox at their core: they are very secure in their systems, values and successes, yet simultaneously seeking to change and improve. These schools look inwards to secure wise development; they look outwards to seize innovation which they can hew to their own ends and, importantly, make a difference to the children and students they serve. This book is written with the certainty that whatever the quality of an education system and its schools at a given point in time, we shall strive to improve them, in the knowledge that perfection lies just around the corner. That is the human condition. That is the international imperative. That is the restless school.
* Can a school-led system truly become self-improving? * What is the difference between good and great schools? * Who should inspect and regulate? * How should local authorities change? * Is the landscape ahead one of all schools in partnerships? The English schools' system is at a crossroads. This landmark collection of essays brings together some of the country's leading education thinkers and practitioners. Their polemic is intended to help teachers, school leaders, governors, researchers and policy makers think deeply about future directions. 'As a Minister, I would ask which organisation was responsible for resolving a particular problem in education, only to be told: 'Don't worry, Minister - it's no longer the DFE. That is now a responsibility of the School-Led System. They will be delivering it.' Often, when you probed a little deeper, you discovered that the school-led system was nowhere near as well formed and ever present as some Ministers and senior civil servants liked to think.' David Laws 'This is a time of great possibility. Teachers are attempting to do extraordinary things. If we had more courage to shape our schools around what we believe to be a good education, then we could make life so much better not just for teachers but for the students we serve.' Peter Hyman 'For a self-improving system to be truly successful and to have a significant impact, it requires the highest performing schools to be outward reaching and to establish deep partnerships.' Rachel Macfarlane 'A self-improving school system must not become a self-regarding or, worse, a self-protecting school system. The role of external challenge is key to this.' Russell Hobby
The Forgotten Third' is a provocative collection of essays which poses the fundamental question: 'Do a third of school students have to fail so that two-thirds can pass?'Roy Blatchford has brought together a group of leading thinkers and influencers in UK education to address this question - and pose some answers.Featuring contributions from: Caroline Barlow, Geoff Barton, Rebecca Boomer-Clark, Peter Collins, Tim Coulson, Kiran Gill, Miranda Green, Peter Hyman, David Laws, Rachel Macfarlane, Rupert Moreton, Harmer Parr, Marc Rowland, Catherine Sezen, Richard Sheriff, Nic Taylor-Mullins and Iain Veitch.'The Forgotten Third' challenges orthodoxies to shape a 'levelled up' education system.
All teachers and trainee teachers must work towards and within the framework of the Teachers' Standards. This book is the essential guide to the application of these standards in the classroom. The text supports you to interpret the standards effectively and independently, and to apply them to your teaching. The chapters mirror the standards themselves and practical guidance and classroom-based examples help link theory to practice. The text also enables you to enhance your understanding of the standards and improve your teaching and professional practice. This second edition has been updated to include notes on the new OFSTED framework and the new National Curriculum. Also included are more questions to help trainee teachers think around the standards in relation to placements and assess how and whether they have met the requirements.
At a time of renewed focus on the schools curriculum, Roy Blatchford has brought together some of the sharpest thinkers in education in a brilliant mixture of both practical and conceptual essays about what makes for a positive secondary curriculum. Perfectly timed to reflect the new Ofsted framework, the contributions reflect a range of thinking, planning and delivery, as schools do it now and will for the future. It is a compendium of proven practice, offering tips to less experienced/adventurous middle and senior leaders. Featuring contributions from: Iain Veitch; Deborah Eyre; Stephen Rollett; David Birch; Melanie Saunders; Fran Haynes; Mary Myatt; Rebecca Clark; Nick Soar; Rachel Macfarlane; Ashley Robson; Jo Facer; Ed Vainker; Samuel Strickland; Simon Watson; Elizabeth Swan; Peter Hyman.
At a time of renewed focus on the schools curriculum, Roy Blatchford has brought together some of the sharpest thinkers in education in a brilliant mixture of both practical and conceptual essays about what makes for a positive primary curriculum, 4-11. Perfectly timed to reflect the new Ofsted framework, the contributions reflect a range of thinking, planning and delivery, as schools do it now and will for the future. It is a compendium of proven practice, offering tips to less experienced/adventurous middle and senior leaders. Featuring contributions from: Katherine Benson; Kate Dethridge; Koulla Anslow; Mary Myatt; Aidan Severs; Marc Rowland; Siobhan Horisk; Claire Lotriet; Kate Atkins; Tim Coulson; David Ingham; Lilian Bell; Sean O'Regan; Colin Lofthouse; Janine Ryan; Simon Knight; Penny Slater.
All teachers and trainee teachers need to work towards and within the framework of the Teachers′ Standards. This is the essential guide to the application of these standards in the classroom. The text is written to support teachers and trainee teachers to interpret the standards effectively and independently, and to apply them to their teaching. The chapters mirror the standards themselves and practical guidance and classroom based examples help the reader link theory to practice. The text supports readers to enhance their understanding of the standards and to see how their effective application can improve teaching and professional practice. This third edition has been updated to include more classroom stories, links to practice and examples of good practice. Also included is guidance on contemporary issues in relation to the standards, to support teachers with current challenges.
This Practical Guide seeks to illuminate the National Standards of Excellence for Headteachers, presenting a range of perspectives to bring the text alive for current and future school leaders and for those with the vital responsibilities of proper governance. Part Two of the book comprises the official Standards published by the DfE, by way of handy reference.
This book has a simple intent. In September 2014, primary schools in England will be expected to adopt a new national curriculum. There is good time to prepare. At this point of curriculum change and development in England's schools, the contributors offer their considered reflections on how primary schools across the country might take forward and shape their own curriculum framework for pupils. The spirit of the book is, based on considerable leadership experience in schools, letting-a-thousand-flowers-bloom rather than recommending a one-size-fits-all approach. This book does not set out to analyse the content of the 2014 Primary Curriculum, nor to present ways in which individual schools should plan their schemes of work and weekly or monthly planning. That is rightly the province of each school, learning from and sharing best practice with others. Rather, the contributors to this book present underpinning values, ideas and approaches to successful curriculum planning, rooted in many years of leading and working in schools. Their reflections come from varying perspectives: teachers, headteachers, directors of foundations and leading thinkers on education, each of whom is involved in the work of the National Education Trust (www.nationaleducationtrust.net), an independent charitable foundation which champions best practice.
We have a serious problem with the image of teaching in this country. In the eyes of many, teaching is not truly a profession akin to other professions. In the popular imagination, it is not on a par with medicine, law or accountancy, engineering, architecture or business. It is not held in the same esteem as careers which are of equivalent importance to society. Must do better challenges this damaging and pernicious status quo. It examines the origins of our problem with teaching, it shines a light on the exciting reality of teaching in the 21st century, and it charts a new course for the image of the modern teaching profession. The book is written to be easily read by the general reader, because ultimately it is with the general reader – the parent, the employer, the politician – that lies the power to effect the change that society needs. We can and we must change the image of teaching for the better.
This Practical Guide seeks to illuminate the National Standards of Excellence for Headteachers, presenting a range of perspectives to bring the text alive for current and future school leaders and for those with the vital responsibilities of proper governance. Part Two of the book comprises the official Standards published by the DfE, by way of handy reference.
All teachers and trainee teachers need to work towards and within the framework of the Teachers' Standards. This is the essential guide to the application of these standards in the classroom. The text is written to support teachers and trainee teachers to interpret the standards effectively and independently, and to apply them to their teaching. The chapters mirror the standards themselves and practical guidance and classroom based examples help the reader link theory to practice. The text supports the reader to enhance their understanding of the standards and to see how their effective application can improve teaching and professional practice. About the Achieving QTS series All the books in this successful series support trainees through their initial teacher training and guide them in the acquisition of their subject knowledge, understanding and classroom practice. All new titles within the series are linked to the 2012 Teachers' Standards and consider the impact of key government initiatives. Roy Blatchford is Director of the National Education Trust (www.nationaleducationtrust.net) and a Visiting Fellow at Oxford Brookes University.
Classic Tales From Different Cultures features extracts from the literary heritage of a range of cultures. Building on the Pelican Big Books series, this series is designed to fulfil National Literacy Strategy teaching objectives, with texts for use in guided reading sessions, and emphasising the partnership between reading and writing. Each book is divided into three sections at different reading levels to enable it to be used with groups of differing ability. Each pack of six books contains a free 24pp teacher's book.
This is a practical guide to the educational system and education in general for parents offering advice on effective learning as well as help at each stage in their child's development. One of a series, this book addresses the issues parents are most concerned about and contains a resource bank of addresses and websites.
This is a collection of nine short stories by one of Britain's best-loved writers. This edition is part of a series of pre- and post-1914 works chosen especially for 14-18 year olds. The series features fiction, anthologies, poetry, plays and non-fiction.
Doctor Faustus exists in two versions, both of which were edited from performances in the time of Marlowe. Both are considered to be authentic, but there are notable differences, both the b text containing additional scenes as well as different wording. Doctor Faustus: A text Written to help students make the transition from GCSE to AS/A level; Contains a detailed introductory section that puts the play in its historical context; Provides in-depth textual notes; Contains exam-style questions; Includes carefully selected extracts from key critical works on the play; Offers additional study skills for AS and A2 learning.
English Essentials gives students practice in the skills they need to improve grades in their SATs. The students' book contains activities differentiated in three stages, linked closely with National Curriculum level descriptions. Comprehension exercises are based on a balanced and varied selection of pieces, some written before 1900, and taking the form of stories, poems, plays, non-fiction and media texts. Grammar, spelling and punctuation practice is based on each comprehension and there are related oral and written activities.
This text provides step-by-step guidance for MEG's English and English Literature syllabuses and offers practical help for students wishing to improve their performance.
New Longman Literature is a selection of pre- and post-1914 fiction, poetry and plays. They include activities which offer specific practice in the skills required by the English Test in the SATs. Different Cultures is a collection of short stories covering a range of themes.
The heroine in this actor's tour-de-force is an ordinary middle class English housewife. As she prepares egg and chips for dinner, she ruminates on her life and tells the wall about her husband, her children, her past, and an invitation from a girlfriend to join her on holiday in Greece to search for romance and adventure. Ultimately, Shirley does escape to Greece, has an "adventure" with a local fisherman and decides to stay. This hilariously engaging play was a hit in London and New York, performed by Pauline Collins, who later recreated her role on film garnering an Oscar nomination.
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