Informed intervention and independent learning at Castle View school The science team at Castle View school needed a way to effectively link their classroom teaching, targeted intervention and student’s independent learning. We caught up with Sean Webb and Chris Bazley
< Blog home GCSE Science: Brand new resources to demystify Maths for Science by James O’Brien The 2016 specifications for Science have only increased the sheer volume of content students are expected to memorise and understand for their GCSEs. At Doddle, we’ve now
In August 2017, we waited with bated breath to receive the first bout of 1-9 grades from the new English Language and Literature GCSEs. We’d been promised only a handful of Grade 9s across the entire country, but in the end over 2000 pupils achieved straight Grade 9s. The crème de la crème of GCSE attainment suddenly seemed obtainable and sights are now firmly on this summer’s exams.
In their recent report on the new national curriculum, the Policy Exchange think tank concluded frankly that “the workload demand on teachers creating almost all of their resources themselves is intolerable”.
It is no wonder, then, that both the Policy Exchange and the Independent Teacher Workload Group have called for schools to invest in teaching resources.
All teachers have been there. You’re outside the exam hall, the day of the exam has finally arrived and up walks one of your beloved students, looking awful. Bleary eyed, hair all over the place, often clutching a large coffee or energy drink in one hand and pages of highlighted key facts in the other. Uh oh. Proudly he will announce: “I was up until 4:30 last night re-reading my notes, I’m so ready.” Disaster.
Last September, the Good Practical Science report was released. After surveying both international schools and almost 400 schools in England, the report concluded that “in the countries we visited, practical science is alive and flourishing” while in England “the intense pressure to perform in written exams” means “practical science is at risk” with many schools “making too little use of their often excellent practical science facilities.”
A recent report published by the Education Endowment Foundation highlighted stark gaps between the attainment of SEND and non-SEND students at both age 11 and 16, with the disparities between SEND and non-SEND students greater than those between disadvantaged students and their peers.
< Case study home The benefits of ditching homework planners at Hinchingbrooke School by David Pendlebury In September, Hinchingbrooke School in Cambridgeshire ditched their homework planners and moved to using Doddle as an electronic planner for all departments. We spoke to
< Blog home In Search of Lost Time: How science departments are adapting to the new specifications by Paul Mallaband When speaking to science departments about teaching the new GCSE specifications, I always hear the same question: “where do we find the
I came to my role as Vice Principal for Teaching & Learning at a time of significant change to the curriculum and the impact it has made on teacher and student workload. In the light of more terminally assessed linear exams, I had to urgently address students taking greater responsibility for their own knowledge and enable targeted, effective homework and revision.