Collins Learning

In recent years, there has been much debate surrounding the best way to support our most disadvantaged students to catch up with their peers. Despite teachers’ best efforts, some pupils still struggle to meet the demands of the new curriculum, and it seems like it is becoming more and more difficult to close the gap between the advantaged and the disadvantaged. Where can teachers begin? Teachers, therefore, need low-effort, high-impact strategies to address this. But where to begin? As a teacher, I believe that teaching vocabulary is a good place to start. Words are, after all, the building blocks of understanding and communicating ideas. If we teach a range of high-leverage words thoroughly, we provide children with a springboard for learning across the curriculum. Sadly, time and time again data has shown that children from the poorest backgrounds are least likely to acquire new words in reading or spoken language. The famous and oft-cited Hart and Risley[1] study suggests that children from professional families hear 32 million words more than their disadvantaged peers before the age of 4, and that this – more than anything else – predicts achievement gaps in later life. This highlights just how important having a strong foundational vocabulary is for young people in the classroom and beyond. The word gap in the time of COVID-19 The pandemic has presented schools and young people with a myriad of challenges. Unfortunately, for many pupils, COVID-19 has further entrenched the disadvantages that our poorest and most vulnerable pupils have always faced. After missing out on months of face-to-face teaching, the vocabulary gap has widened further - and with Key Stage 4 fast approaching for many pupils, time is running short. Now that we are back in the classroom, teachers are feeling the impact of school closures on their students’ progress. A recent study found that 92% of teachers have confirmed that school closures and remote learning have contributed towards a widening of the word gap. Our concerns as a profession have prompted many conversations about how best to support young people to catch up in a post-COVID world. Closing the word gap is perhaps one of the most high-leverage approaches we can take to support our most vulnerable with the academic challenges they now face. In the aftermath of a global pandemic, doing everything we can to close this gap has never been more urgent or important. Start at Key Stage 3 At Key Stage 3, you can make a huge difference to your students’ chances of success at GCSE and beyond by embedding regular, systematic vocabulary instruction into their lessons. The renewed focus on rigorous literature in GCSE English Literature and English Language, as well as the increase in complexity of questioning across other subjects, has prompted us to think more strategically about how best to support those with less exposure to a broad vocabulary, and how to help them catch up with their peers. It only takes 15 minutes! Regular 15-minute doses of systematic vocabulary instruction can make big strides to bridging this gap. A practical resource to help you close the word gap A seminal text on vocabulary acquisition and teaching is Bringing Words to Life by Isabel Beck et al[2]. Beck’s book is a treasure trove of the research on reading and word-acquisition, and provides teachers with a framework for teaching new words effectively. Inspired by the methods laid out in Beck et al’s work, Building Brilliant Vocabulary: 60 lessons to close the vocabulary gap goes some way towards addressing the vocabulary gap. Building Brilliant Vocabulary is a fully-resourced vocabulary programme made up of 60 short, systematic and carefully sequenced 15-minute sessions. Specialist and non-specialists alike have the flexibility to teach each word as a standalone lesson or to integrate the activities carefully into lesson planning. In each lesson, a new word is introduced and taught using a tried and tested approach that: introduces words one at a time in a systematic, coherent fashion provides examples and non-examples to avoid misconceptions gives definitions and examples that provide students with a precise understanding of each word provides students with plenty of opportunities to practise understanding and using these new words in their own writing and speaking. Each lesson is designed to be flexible and intuitive for you to teach, and activities are designed to be accessible and student-friendly. Students see the word in multiple contexts, read about an interesting topic related to the word they are learning, and learn about its origins. They consolidate their learning with a final task that prompts them to practise using the word in their own writing. By introducing students to new words using this rigorous method that is backed by educational research, we can help to address the disadvantages that our children and young people face now more than ever. Inspired? Try some example activities with your class Explore words such as nostalgia, persistence, femininity and compassion. Download a free sample of Building Brilliant Vocabulary here   By Katie Ashford, literacy specialist and Deputy Head at Michaela Community School. Katie is also the author of Building Brilliant Vocabulary: 60 lessons to close the word gap in Key Stage 3   Read More

Research methods is not the most glamorous or popular topic within the A-level Sociology specification, and sociology teachers strive to make it engaging for their students. Amongst the other ‘more exciting’ topics, students often struggle to see how research methods is a vital component in sociology.  Throughout each module, students engage with sociological research, therefore it is advantageous for students to be confident when evaluating research methods. In a pre-Covid world, I usually set my students an independent sociology research project towards the end of the summer term. Although this is not a requirement of the A-level specification, the active learning strategy really brings research methods alive and gives students a great opportunity to put learning into practice. I typically run this research project at the end of the year to allow students to ground their research questions in the topics that they have learnt; this gives them a chance to explore further a topic they have found interesting. Students get a chance to apply their learning and experience in practice the factors that influence/effect the choice of research method and research subject. My students complete this research project feeling more confident and knowledgeable with research methods. This benefits revision and exams, as students can draw on their own experience to help them recall the strengths and limitations of a research method and write an essay. Students can also refer to their research project when writing their university personal statement as this demonstrates their independent learning and research skills, and helps their application stand out amongst the crowd. At the time of writing, most students are not in school and social distancing is paramount. Therefore, I have had to adapt this research project to work in a virtual format, but I have still maintained the positive impact on students’ learning. Below I will detail how to conduct a sociology research project with your A-level students in the classroom or virtually. Setting up the research project I like to introduce the project to my students with a short PowerPoint presentation outlining the details of the research project. Why are you setting this task? What do you expect from your students? You have a chance here to be creative and set a back story as to why they are conducting this research, e.g. the world depends on their research in order to achieve world peace. It’s important to promote the benefits of conducting their own research to get buy-in from the students. The research timeline is important to outline in this presentation, so students know what is expected of them at each and every stage. This does not need to be extensive; it could resemble the following: Creating an aim/hypothesis Writing up your research proposal, with a special consideration of ethics Writing up a literature review on past research about your topic (this is optional but can be compulsory for high ability students) -Research proposal approved- Writing consent forms Conducting your research -Distributing and gathering your data- Analyse data Completing your report and creating a summary PowerPoint ready to present findings The PowerPoint should also include a timetable/checklist so students know what they should be completing in each session and help them to manage their time and research project effectively. The duration of my research project is two weeks, but this can be easily adapted to suit your students’ needs. Research questions After the presentation outlining the research project, I spend the remainder of the session helping students develop their research ideas. I always give students examples of research questions e.g. “Do gender roles exist within sixth form?”, “What is the impact of the ethnocentric curriculum of ethnic minority students?”, “Are friendship groups in the sixth form area based on religion?” (These examples have been taken from my previous students’ research projects.) To help with ideas, I also give students a list of the topics that we have learned about so far and topics they will learn about in the future; they can use this list as the basis of a process of elimination to narrow down their research question. Additionally, I provide them with a list of contemporary topics, e.g. free school meals and lockdown, digital deprivation and education, divorce rates and lockdown, etc. The students should leave this session with a research question so that they can start writing their research proposal. Research proposal I strongly encourage you to ask your students to write a mini research proposal before they conduct their research for numerous reasons. The research proposal allows students to think critically about the method they are choosing before the actual process, and students have a chance to apply their understanding of research methods when choosing the appropriate method for their subject matter. It also gives students the opportunity to plan the process of research before diving in. Writing research proposals simulates conducting research at university; this gives them early experience that will be beneficial in the future and also an insight into the career of a social researcher. The research proposal can be a series of questions that students answer, before submitting to you for sign-off. I warn my students that if the proposal is not ethically sound or completed effectively then their research will be denied and that they will have to submit another proposal.  This is similar to the process social researchers face; their research proposals or funding applications can be denied due to a breach of ethics or not meeting the approval of the funding bodies. Please see an example of a research proposal template below:   [Research project title] What is your aim? Would your piece of research be qualitative or quantitative? Why? How would you choose a study group or sample frame? Why? What ethical problems might you experience with your topic? What particular methodology would you use? (questionnaires, interviews, secondary sources, content analysis) What benefits and problems are to be expected from the chosen methods? Why? How could you avoid biasing your results and ensure that you have maintained objectivity? What conclusions might you expect to find? Why? Approved by: Date: Research process One advantage of virtual research is that there are several free platforms that students can use to conduct their research and analyse data. I recommend students using questionnaires/surveys as it’s the most virtual-friendly research method. You can also limit the choice of research methods that students choose to use; this can save a lot of time during the planning stages. To maintain the realistic nature of the research process, I require students to obtain signed consent forms from each and every participant (if possible) before the research. Examples of research methods and platforms you can use below: Questionnaires- Students can use a range of closed/open-ended questions. The platforms below will generate quantitative data on the closed-ended questions, which makes the data easy to analyse. Microsoft Forms Google Forms Survey Monkey The data can be presented in numerous formats, that students can copy and paste the results into their research presentation. You can also create consent forms that have to be signed before the questionnaire is released to the participant on Google Forms. Additionally, students have the creative opportunity to include media/photo analysis on these platforms. Encourage your students to examine the features of the platform so that they can use it in the most effective way. These platforms also issue a link that students can share to get participants to complete. Interviews- If your students decide to use interviews, advise them to only interview really good friends or family members. To ensure safety for students, recommend parents or guardians being in the room when the interview is taking place or recording the interview. You can have students create an interview timetable with the details of their participants, meeting and even the meeting link for you to drop in to monitor the interview. You can also set up a team’s/class meeting and have breakout rooms for students to interview their peers. The following platforms could be used: Zoom Skype Microsoft Teams Google Meet Observations can be done at home or in the park when students are going out for a walk. All students need is simply a pen and paper or a device to take notes. Students can even engage in the ‘Garfinkel experiment’ at home and record (with permission) their family’s behaviour. If they are using secondary research methods such as official statistics, content analysis and thematic analysis, students can simply use the internet. Presenting findings After students have conducted their research and analysed their results, students need to create a leaflet/poster or presentation detailing their research process and results. Students who are creating posters can share this on platforms like Padlet so you can get other students to comment on what they like about the research or what they have learnt from the piece of research. Another option is for students to present their research in breakout rooms (available on Microsoft Teams/Zoom/Google Classroom) and then vote on which research was best. This stage is meant to simulate a peer-review process and allow students to be critical of each other’s research (subject matter and methodology). You can then later use the student’s presentations/leaflets/posters at open days to advertise the sociology department. This sociology research project is a fantastic project to increase engagement with your A-level Sociology students. Students are able to develop their independent research skills and acquire skills that can be applied throughout their learning. This project will make your students feel more confident when evaluating research methods and is a great opportunity for students to get first-hand experience of life as a social researcher.   By Annalisea Whyte, an experienced social science teacher based in London. Read More

Teaching sociology is a collective action. It is important to recognise that we are equipping the next generation with critical skills and insights that can possibly lead to social change. We should not turn away from addressing controversial or sensitive issues and events, but teach our students how to examine… Read More

Teaching sociology is a collective action. It is important to recognise that we are equipping the next generation with critical skills and insights that can possibly lead to social change. We should not turn away from addressing controversial or sensitive issues and events, but teach our students how to examine… Read More

Jo Heathcote is a teacher, coach, former AQA principal examiner for GCSE English/English Language, and author of  multiple Collins English resources, including the new Reimagine Key Stage 3 English. In this article, Jo explores why it’s time to re-think KS3 English and how you can use her nine knowledge-rich… Read More

As we approach another Anti-Bullying Week, I question whether anti-bullying is still the most appropriate phrase. 2020 has been the most challenging of years, and school-based bullying has been going on since schooling itself began, but it seems curious that we persist in describing what we don’t want, rather… Read More

As a Sociology teacher living and working through the COVID-19 pandemic, I have been fascinated by the societal impact COVID-19 has had on our society. Pandemics in general have been a topic researched by sociologists: McCoy (2017) investigated the sociology of pandemics and recently Ward (2020) wrote a commentary and research agenda focusing on the social restrictions and social isolation as a result of COVID-19. As a teacher, I was very curious about the influence of the media on our perception of COVID-19, as well as how social inequalities have been further highlighted and exaggerated. Below are some key questions to help examine COVID-19 through a sociological gaze, alongside context, ideas and resources to facilitate this discussion with your A-level Sociology students. The media as an agent of socialisation Key question: How has the media depiction of the pandemic influenced our perception of it as either a danger or a moral panic? Theory and context: All theoretical perspectives, from functionalism through postmodernism, have debated the positive and negative impact of the media. Baudrillard’s postmodernist notion of the “information blizzard” for example, suggests that the incessant influx of information through the media affects our ability to distinguish the truth. So, in the context of COVID-19, how has Baudrillard theory been exemplified? On one hand, there is a clear perception of COVID-19 as a danger which has been put forward by a range of societal institutions such as the NHS or the Department of Health. Think about directives such as social distancing, face mask guidelines and the closure of institutions and businesses based on scientific data. On the other, individuals have challenged the figures provided, alleging that the government is overexaggerating the dangers of the virus and conspiring to restrict the freedoms and rights of citizens. Discussion: reliable information sources, fake news and conspiracy theories So, what statistical evidence can sociologists use to comprehend the extent of the virus? Well, one key piece of evidence widely available is the recorded numbers of deaths and cases by the World Health Organisation (WHO). But the question is, what other information may individuals have access to? And through what medium? Here we enter the murky and confusing world of social media with conspiracy theories being shared on social media platforms. Here are some of the most intriguing conspiracy theories to discuss with your students: Coronavirus and 5G #ExposeBillGates Covid-19 Cures Debunked Go through the links above and the statistical evidence from WHO. You could ask your students to research this before the lesson as homework or bring in their own examples to discuss. Investigate the resources and ask students the following questions: How or why does information lacking in official scientific evidence influence our decision-making process as individuals? How has your knowledge of COVID-19 impacted on your decision making in line with the governmental directives? Have you followed the guidelines or rebelled against them based on information you came across online? Social inequalities intensified by the pandemic Key question: How has the current pandemic intensified social inequalities, particularly in terms of class and education? Theory and context: Social inequality is a broad, wide-ranging and extensively investigated field in sociological research. A-level Sociology focuses on social inequality in the context of class, age, gender, and ethnicity. Here are some pieces of research that you may already have explored with your students: Class: The Sutton Trust and the Elite Theory Age: Age and the gig economy Gender: Gender Pay Gap Ethnicity: Joseph Rowntree Foundation and self-employment in BAMEd groups (pp.13-15). The links above help to shed some insight into the evidence aligned with social inequalities. Social class is often a taboo topic of discussion mainly because many believe that in our current postmodern society, the concept of class is obsolete. Theorists such as Pakulski and Waters have stated that our identities nowadays are influenced by our lifestyle and hobbies. However, the pandemic has highlighted class inequalities, particularly within education. Discussion: remote learning A key example to examine is the way in which access to remote learning differed, both institutionally and regionally, in the wake of the national lockdown and school closures earlier this year. The Sutton Trust carried out research focusing on COVID-19 and social mobility which found that the health crisis had led to clear educational inequalities, for example, the differences in access to resources for online learning and assessment has led to the UK government pledging to provide laptops to students from disadvantaged backgrounds. Ask your students: How has your current school/college handled remote learning? Do you feel that you have missed out on learning or were the tools and resources you had available on a par with your experiences of face-to-face teaching? Explain how or why. Discussion: A-level results A second example, showing the impact of Covid-19 in line with class and educational inequalities, was exemplified in the recent A-level result scandal. The selected algorithm used by the government to assign final grades led to disparities in the awarding of grades to students who were disadvantaged based on socio-cultural factors. For example, disparities based on class and economic status were noticed on a regional scale (north versus south), in the type of institutions (independent versus state), but also on the basis of ethnicity. Have a look at the articles below with your students: The Guardian The Mirror Ask students to investigate the resources, either individually, in pairs or as a class. Based on the information presented in both the articles, ask students the following questions: Does the evidence support the notion that educational inequalities are based on class? How may you challenge this evidence?   By Wilhelmenia Etoga Ngono, freelance blogger and Sixth form teacher based in South East England. Read More

Over 120 years ago Wells’ science fiction novel The War of the Worlds (1898) presented Victorian readers with a frankly terrifying answer to the question of whether there is life on Mars. Now in 2020, with wonderful synchronicity, the team behind the latest NASA Mars space mission have made it… Read More

It’s always a risk when committing thoughts to paper (or cloud) on education policy and practice; what might seem adventurous or at least perceptive at the time of writing can look predictable or even downright out of date by the time it’s circulated.  Moving from hard print to digital communication… Read More

Year 12 students returning to school to begin their AS and A-level courses are probably feeling rather like Hamlet at this moment, their heads ‘a distracted globe’ filled with conflicting thoughts. And Hamlet can be a daunting play at the best of times. But it doesn’t have to be –… Read More