Education

It’s never easy for students to move from Year 6 to Year 7.  For the vast majority, they move from being the biggest fish in a little pond to small fry in what feels like an ocean!  Add to that the fact that their last two years of primary school… Read More

Recommendations for how to get back to ‘the new normal’ seem to be everywhere you look nowadays. They roll in like crashing waves: mental health, wellbeing, catch-up programmes, behaviour, discipline. So, where to begin? How can we as teachers support the emotional wellbeing and emotional education of our students and not just make a token gesture? It can feel overwhelming, especially when your students will have had such varied experiences of home learning, home life, interactions with friends and more. A person-centred approach To truly support your students’ emotional wellbeing, I believe we need to take a person-centred approach, rather than falling into the trap of making assumptions. It’s so easy to paint a broad picture of what we think our students need but it’s far better to know. It is my belief that if we expect our students to explore and get comfortable with their myriad of emotions, we have to consistently do the same – not only as part of our own personal wellbeing, but also as part of our planning process before we teach these emotional health and relationships lessons. Of course, to maintain our professionalism we cannot share our personal issues with students, but it is hugely valuable to find an empathy and understanding around the challenges of really ‘seeing ourselves’ and contemplate the scarier aspects of how to reveal these to others. Healthy relationships start with the relationship we have with ourselves When teaching about relationships in RSHE it’s good to remember that having healthy relationships with our friends, co-workers and students must start with the relationship we have with ourselves. For example, if we have very little self-respect and are continually putting ourselves down, pushing ourselves to the limit or refusing to admit or talk to others about our fears and worries how can we expect others to do these things? So, let’s take a minute to put this into practice right now. How is your self-respect? Do you make sure you rest, eat healthily, drink water throughout the day? Do you speak kindly to yourself? Do you recognise when you need to talk to someone and do it? If you haven’t had a chance to think about how you are for a while, please spend a moment reflecting now. I recommend doing this regularly; self-reflection is a valuable life skill and knowing the signs of when we are disrespecting ourselves means we can ask for help, and in turn allows us to build empathy and an understanding of others, including our students, who often find it much harder to see and communicate their truths. Having been through this process of self-reflection and assessment, we can then begin to consider how we might feel about opening up to others in a group context. What might help? What might shut us down? Of course, we are all different, but taking time to consider these things will help us see how we can best support our students as we ask them to do the same. How do we bring self-reflection into the classroom? First of all, we start with remembering two equally important elements that are fundamental to every good PSHE/RSHE lesson: creating a working agreement (this is a useful way to establish rules at the beginning of the topic which are then referred back to regularly), and signposting to further support (within school, the community and online). Then we think about our cohort and suitable activities to engage them. For some classes talking and listening will be familiar but others may need time to get comfortable with the idea of talking and listening openly to each other. Be aware this may not be a Hollywood film style easy flow, ‘kids-pour-their-heart-out-instantly-and-everyone-is-bonded’ experience! But I assure you, if you do this regularly, every day if you can, your pupils will increase their emotional intelligence massively – I have seen this happen. Alternatively, if this feels a real no-no currently with your class, you could ask them to complete anonymous questionnaires or write on post-it notes and share their feelings that way, then you could share these anonymously back to the class. Further activities to explore respectful relationships A more in-depth activity you can do too is from Your Choice for Key Stage 4, my latest co-authored resource with the fab’ Simon Foster.  Amongst many topics that address the challenges of being a teenager in the 21st century, one of our lessons explores what respect looks like in a variety of contexts. Take a closer look at lesson 2.1 ‘Respecting others’ and try it with your class Reassessing our relationships as we move back out into society, to our ‘new normal’, feels more important than ever. People, and our relationships with them, may well have changed, but bringing self-awareness back to us as individuals will empower us all to acknowledge ourselves, to become aware of our feelings and to talk about them. This in turn will give space for others to do the same and create a stronger sense of self and community. In my book (if you’ll excuse the pun), this can only be a good thing. Read More

The allegory of Animal Farm draws students in, like a puzzle to be ‘solved’: who are Mr Jones, Squealer and Moses ‘really’; what is the Windmill? Understanding the historical context for Orwell’s writing provides a satisfying ‘solution’ for students, but it can sometimes overshadow engagement with the text as fiction. The characters aren’t just metaphors, they are ‘real’ within the story; the novel is carefully structured by Orwell, its themes stretching beyond its immediate context and Orwell’s original intentions. Here are three key talking points to help students engage with Animal Farm’s story and themes, and three activities to help them see the text as a construction, open to conflicting interpretations. 3 discussion points with questions: Orwell was a committed socialist. Animal Farm is a criticism of totalitarianism, not socialism, but it’s not always been read this way. Let students engage with controversy over its publication, as well as aspects of the text that leave us questioning. 1. Socialism Orwell presents socialism as an ideal situation, where “everyone worked according to his capacity” (chapter 3), but it doesn’t last in Animal Farm. Ask your students: What causes the animals to rebel? How do they achieve success? What goes wrong? How does Orwell's metaphor make his meaning ambiguous e.g. with the animal 'types'? 'Animal Farm is doomed from the start': Is this a fair reading? Can animals/men maintain equal control in a democracy, or is it inevitable that some will rise and some sink? 2. Power and propaganda Orwell maintained that the key passage in the novel was the creation of ‘special rations’ for the pigs, agreed by all of the pigs. Ask your students: What allows the pigs to take control? Does Orwell suggest power always corrupts? What kind of a leader is Napoleon? Would Snowball have been any different? How is the idea of totalitarianism still relevant today? 3. Freedom of speech Orwell struggled to find a publisher at a time when Stalin was an ally, and saw this as cowardly censorship, saying that “Liberty is the right to tell people what they do not want to hear.” Ask your students: Squealer’s propaganda is clearly harmful, but is Benjamin’s silence also damaging? How does Orwell emphasise the power of words? Should we be able to say or write what we want? Are spoken words different to published ones? Should artists be political?    3 activities: 1. Understanding structure Once students have read the text, get them to summarise key events in each chapter. They can then come up with a short title for each instead of the existing numbers. As well as being a good revision tool, this helps in understanding narrative arc, or patterns in the structure. An additional aide is to sequence the titles in a storyboard, each illustrated with a key symbol e.g. Chapter 1 might become “Working Together”, “Beasts of England”, or simply “Comrades”, with an accompanying image of two animals singing together. 2. Understanding genre and setting Get students to ‘redesign’ the allegorical framework of the novel by planning a retelling or a film remake of Animal Farm, but changing the setting. The story could take place in: the Amazon jungle or African savannah a typical secondary school (this might prove controversial…) using popular toys (as in the film Toy Story) Afterwards, ask the class how choice of setting introduces other meanings e.g. awareness of existing stereotypes, or conflicting interpretations. How does this relate to the setting of Animal Farm? 3. Reading through different eyes Give students cards with roles or perspectives to adopt: this could be done in small groups (where students discuss their different ‘readings’ of the text) or as a whole-class, for instance, through hot-seating. A good starting point is to use a range of characters from the text to explain their version of events: roles might include Jones, Squealer, Snowball, Benjamin, Clover, Boxer, Moses, etc. This can then be expanded to encourage students to move beyond their own readings. Ideas for groupings might be: Different interests: a primary-school student, an older student, a teacher, a parent, an artist/film-maker Social roles: owner/employer, administrator, office worker, farm or factory worker, soldier, journalist Critical perspectives: Marxist, feminist, New Historicist, psychoanalytical. (These perspectives would need scaffolding e.g. with key questions – a way of simplifying them might be to give students cards with a reading ‘focus’ e.g. political, social, historical, emotional.) By Lucy Toop, a freelance writer and secondary English teacher in South London, and author of the introduction to the Collins Classroom Classics edition of Animal Farm. Read More

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

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

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