This fully revised essential guide gives all primary trainees and early career teachers the key knowledge, understanding and skills they need to succeed.
Dyslexia is biological in origin, but environmental factors also play a role. It affects people differently, but typical difficulties include reading, writing, and spelling, limited working memory ...capacity, and difficulties with organization, sequencing, and concentration. Early identification is crucial so that learners can receive the support that they need. This book explores contemporary perspectives on dyslexia. It starts by outlining approaches to support dyslexic students drawn from the application of cognitive science. It moves on to consider treatments, the role of technology, and approaches for working with teaching assistants.
Comprehensive guidance to support those involved in primary education in developing the curriculum to meet the requirements of the new Ofsted (2019) framework.
Comprehensive guidance and workable, evidence-informed strategies to support the mental well-being of those with leadership roles in schools and colleges.
This marketised higher education environment in the UK has had dire consequences for academics at all levels. Literature suggests that academics are busier and working faster than ever. There is ...evidence of an undermining of academic professionalism, academic freedom and increased job insecurity in the sector. It is not possible for academics to position themselves outside of the performance culture and still be viewed as a valued team member. Within this paper, our concerns relate specifically to the impact of this culture of performativity on the wellbeing of staff who work in UK higher education institutions.
This article provides an overview of the United Kingdom government’s strategy for children’s mental health in schools. Critique of the mental health policy document demonstrates that the government ...has adopted a clinical approach to resolving the mental health “crisis” among children and young people. We argue that a clinical solution, implemented in schools, is not based on robust evidence and that the policy reflects a medical model which positions children and young people with mental ill health through a deficit lens. We argue that the government should, instead, adopt a systemic response which directly addresses the underlying factors which cause mental ill health rather than implementing a clinical approach in schools. We argue that a clinical response at the level of the individual is not appropriate for most children and young people with mental ill health and that there needs to be an urgent review of policy.
This article provides an overview of the UK government policy in relation to relationships and sex education in schools. It focuses on the latest statutory guidance which requires primary and ...secondary schools in England to teach pupils about different types of relationships, including same-sex relationships. We outline the current policy frameworks and present a rationale for why Lesbian, Gay, Bisexual, Trans and Queer (LGBTQ+) identities and relationships should be present in the curriculum. We critically interrogate the government response and we present a framework to support the implementation of a whole school approach to LGBTQ+ inclusion. We draw on Meyer's model of minority stress to explore risks to children and young people if they are not provided with an LGBTQ+ curriculum.
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