Following news that learning an instrument ‘does not make kids smarter’, Adam Gibson, Head at Wellington Prep School, argues instead that to learn an instrument one must practice, perform and persist - three important p's giving wings to the mind.
Following recent comments by the Children's Commissioner regarding online safety, Pam Hutley, Headmistress at Hollygirt School, argues that the digital world can often be a fantasy world fuelled by the ability to pretend and to digitally enhance.
Responding to recent criticism by Lord West that schools are failing to adequately teach students about the events of 9/11, Daniel Sabato, Assistant Head at Haberdashers’ Aske’s School for Girls, argues these lessons are more valid than ever before.
Following recent comments by the Children's Commissioner regarding online safety, Caroline Dunn, Deputy Head at Cheadle Hulme, argues that adults do not necessarily have a greater understanding of emerging technologies than young people.
In his new role as development manager at the International Baccalaureate Schools and Colleges Association, John Claughton, former Chief Master of KES Birmingham looks at the strength of the 50-year-old qualification.
As DfE research suggests teachers' subject specialism adds little to pupil outcome, Stuart Nicholson, head of Cambridge Centre for Sixth-Form Studies tries to make sense of what the research is actually saying.
Responding to DfE research which reveals little benefit from subject-specialist teachers, Pam Hutley, head of Hollygirt School in Nottingham argues "an outstanding teacher is so much more than their knowledge".
With DfE revealing research questioning the importance of subject-specialism in teachers, ISC Chairman Barnaby Lenon looks at good teachers' love for their subjects, as well as other factors that make the best educators.
