Education is finally back on the political agenda, and with the funding crisis taking centre stage, there has never been a more important time for ATL members to get their voices heard.
In December the Welsh Government revealed their planned new law which will change the way children with additional learning needs (ALN) are given support within the education system.
When it comes to supporting learners who are new to English, it is good practice to pair these learners with articulate peers who can act as good language role-models. And when these able peers are bilingual themselves, they are often ideally placed to engage with new arrivals. But how best to recognise the contribution of 'Kacper' in the classroom?
Yesterday, the government finally published its long-awaited consultation on primary assessment. There is a lot in there and I fully recommend everyone with an interest in the topic reads the document in its entirety and responds.
“Seeing those lightbulb moments, helping children to achieve.” This is what our members say teaching should be: but workload pressures and government’s heavy hand in curriculum, assessment and accountability means that the reality is often very different.
Last July, the government announced the Skills Plan, a radical overhaul of technical (previously known as vocational) education.
As most of you will be aware from your own experience, there is a growing crisis in teacher recruitment and retention.
Here’s a simple maths problem. Answer it as completely as you can, showing your workings.
I was one of the first trainees under the School Direct scheme in 2013. During my training, I was lost - we didn’t fit well into the world of initial teacher education, and no one seemed to care. We were guinea pigs. I had an awful start to my NQ year and was on the verge of leaving teaching.
This is my 41st year working in primary education. I took early retirement from a headship eight years ago, but after unexpectedly losing my husband shortly after, I returned to the classroom as a specialist numeracy intervention teacher.