A Balkan Journey: Walking through Europe's forgotten region

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Educators are often protective of their patch and reports or commissions are frequently dismissed by the sector’s thought leaders and influencers. Daisy Christodoulou recently lambasted Labour’s learning and skills report as referring to “an education system that doesn’t exist”. He is the deputy chair and instigator of the Times Education Commission, former chair of the Comment Awards, president of the International Positive Education Network (IPEN), chair of the National Archives Trust and he was the originator of the Via Sacra/Western Front Way Walk. Seldon is the author or editor of more than 45 books on contemporary history, politics and education. He was the co-founder and first director of the Centre for Contemporary British History, is the co-founder of Action for Happiness, [6] is a governor of the Royal Shakespeare Company, [7] and is on the board of a number of charities and educational bodies. Seldon, Anthony (1981). The Churchill Government of 1951–55: a study of personalities and policy making (PhD thesis). London School of Economics. Archived from the original on 19 April 2013. We bothrecall the moment one Year 10 boy - who had a pretty ambiguous reputation - spoke with such dignified humility and poise about how he was grateful to his parents for moving from a dangerous country to the UK, so he could get a good education.

In 1986 Seldon co-founded, with Professor Peter Hennessy, the Institute of Contemporary British History, a body whose aim is to promote research into, and the study of, British history since 1945. Seldon is a co-founder of Action for Happiness [6] with Richard Layard (Baron Layard), and Geoff Mulgan. He is also a patron of The Iris Project, [55] which runs literacy schemes through Latin in schools in deprived urban areas and of DrugFAM, [56] which supports families affected by a loved one's abuse of drugs or alcohol. While they get better acquainted, a deadly hurricane heads their way. The duo needs to escape before this storm takes them out. They swim down to Salvor’s sunken ship and manage to reboot it, although they nearly drown in the process. Where is Hari Seldon? Dennis Kavanagh, Anthony Seldon (1999). The Powers Behind the Prime Minister: The Hidden Influence of Number Ten. HarperCollins. p.352. ISBN 0002570866.

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Wellington College to poll parents on plan to drop GCSEs in favour of Baccalaureate". The Daily Telegraph. London. 16 December 2008 . Retrieved 5 September 2013. Further to these, we also have a focus on kindness during this year’s Anti-Bullying Week (16-22 November). Students in all year group bubbles will be giving out ‘Stand Up to Bullying’ badges, so that every child in school can show outward support for our anti-bullying message. We have student anti-bullying ambassadors, who have created a video assembly to be played to all year groups – it will show them how to be an ‘upstander’ and support those targeted by bullying. We are also hosting a whole school anti-bullying poster competition. Meanwhile, attendance is an unambiguous post-Covid issue. The average pre-Covid was 5 per cent of classroom time missed. Now it’s closer to 9 per cent. A recent government report identified that just 15 per cent of children enjoy coming to school. Spielman says she favours more fluid approaches to learning and more freedom for students. She wants to see “contexts” for lessons broadened. So does that open the door for a return to coursework – which is usually project-based – informing a proportion of students’ final subject grades? “Absolutely not,” Spielman says, shaking her head. We believe that, rather than leaving such formation to chance, our school - through its Character Education Programme- should be intentional about the kind of values and virtues we want to nurture in our students. This means they leave school with not only academic progress, but personal qualities that can serve them throughout their lives.

The more research-informed approach adopted by many schools has heralded many positive impacts, but the cost is a restricted Overton window. The grip of cognitive science means that if contributions do not have some alleged grounding in research or linkage to sacred texts like Teach Like a Champion or Rosenshine’s Principles of Instruction, it is harder to get a hearing.According to Saima Rana, headteacher of Westminster Academy Paddington: “Telling students now that there are no exams stops their whole purpose in learning.” Perhaps this is the nub of the issue. The rug has been pulled from beneath their feet and, with that, the purpose of school and the meaning of their education. Adam, who is going to study towards a Masters degree in Political Theory at the London School of Economics, is leaving the York Union in the hands of a new committee and is confident it will continue to thrive. Introduction to our range of programmes and services to support schools facing the toughest challenges. The aspiration to get them inspired by learning is admirable. A teacher, a school, that can get students to value education as one of life’s gifts is one that has done their students the greatest of services. Get them to appreciate that, and the rest will follow. Yet despite this, the allure of Keating persists, for his approach offers a corrective to some of the fleeting dogmas in education today. Structures and routine are foundational to a school’s behaviour system, but they alone can’t break down the student-teacher divide that often blights schools. Keating transcends it, taking a non-adversarial, parental approach. He ushers one student into his office for tea and a conversation about an overbearing father. Teachers who command the affection and respect of students have the strongest relationships. Escaping the exam factory

Our Training Programme finds the right teachers for your school. Includes expert support for trainees and their mentors.The rite of passage has been taken away for the class of 2020. One of my students I bumped into in the corridor the following day joked “We’ll be a history question on future exam papers: ‘What was the academic year that didn’t do GCSEs?’” They will get some results, but it won’t be in the authentic way cohorts did before them and no doubt will after them. Students will have a rough idea what they are going to get. For them, there will be no sweaty, tingling fingers and racing hearts holding a letter containing information which they know close to nothing about. On Thursday morning, the headteacher confirmed: “This will be their last day at school.” No special leaving events for them. Prom is off.

Cultural capital, Spielman explains, “is the knowledge that many people would take for granted. It’s what you would expect someone of a certain age to know. For a four-year-old, it might be something really basic, like types of food or animals. When you meet a four-year-old, who doesn’t recognise a potato, except in chips, then you think that’s a bit of cultural capital that’s missing.” It’s been really good to see so many members of the local community attend as well as students. We also attracted funding from KPMG and have linked up with other University societies such as The Yorker, Nouse and the Debating Society to organise events.”

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Often in the media, organisations or esteemed individuals demand “schools teach X to solve problem Y”. Just recently, I heard a guest on the Today programme calling for bereavement lessons. Worthy no doubt, but where to fit this in? Schools cannot be the repository to resolve all our social ills. The UK National Curriculum states that schools should reaffirm commitment to the virtues of truth, justice, honesty, trust and a sense of duty. This aim, loosely defined as ‘character’ education, is widely agreed to be critical to healthy development and a fair, just and democratic society. “Educating for a Characterful Society” available through Google Books looks at what ‘character’ is and how best to educate for it. The book looks at questions of research, education, government policy and societal engagement with character and how developing the energy and passion of young people will assist with working towards a better, stronger, fairer society.