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Newly Qualified TeacherFind fresh inspiration and practical ideas for NQTs (newly qualified teachers) in our education articles. Read professional updates, broaden your knowledge and discover transferable good practice in our case studies. There are also many specific topic areas for you to explore. Choose from the menu on the left, or click on the 'Articles' tab at the top of the screen and scroll down for a full list. The implications of making teaching a Master's-level profession | NQTAll NQTs will now be able to study for a Master's level qualification. Cliff Jones puts forward three statements to provoke debate on this topic How could Master's-level PGCEs affect CPD? | NQTThe provision of Master's-level credits in the PGCE is a significant milestone for the teaching profession, but what are the implications for CPD in schools asks Alison Jackson, ESCalate ITE leader at the University of Cumbria Student voices: Year 7 pupils leading the plenary | NQTA project aimed at raising the profile of plenaries at Sandringham School, St Albans, has evolved into a catalyst for change that allows students to make their voices heard in the school. Deputy head Ceddy de la Croix explains Making written feedback effective | NQTComment-only marking is vital in helping students to reflect on their own learning, but implementing it can be a challenge. Jason Edwards, vice principal at Priory Community School, Somerset, describes how his school has overcome the initial problems Working in groups: an under-used strategy? | NQTProfessor Maurice Galton, from the University of Cambridge, examines the benefits of group work and its possible contribution to improving the current classroom climate Raising standards - what does it really mean? | NQTThe intention of raising standards is one that seems to run through all sorts of current ideas about education. But which 'standards' are being referred to and in what sense (if any) are they being raised? Pam Woolner examines the issues Creating an outdoor learning environment for the early years | NQTJan White provides a range of practical ideas for creating enabling outdoor environments that support young children's health, wellbeing, development and learning The cool 'no hands' approach to assessment for learning | NQTMiraz Triggs found that random name generation as a way of choosing who would answer questions focused students’ attention and led to a higher level of participation Helping students to become storytellers: Games and activities | NQTStoryteller Taffy Thomas provides games and activities to stimulate children's and young people's capacity to tell stories Shaping a CLASI learning environment | NQTAntidote’s development director Marilyn Tew describes how schools can encourage learning by promoting 'CLASI-ness' - where children feel capable, listened to, accepted, safe and included Guy Claxton's character curriculum for the learning age | NQTGuy Claxton invites debate on his eight character strengths and virtues for the learning age A global career with global choice | NQTTeaching abroad is no longer seen as a sideways move that could harm career progression. Steve Caulfield of the Alice Smith School, Kuala Lumpar, describes some of the opportunities Behaviour for Learning: supporting new teachers | NQTShiraz Chakera, professional networks manager for the GTCE, describes how the Engage Network has supported early career teachers in coping with a major concern – classroom behaviour Engaging hard-to-reach parents | NQTWho are the parents who evade all forms of contact from schools and why do they choose to exist at the fringes of their child’s education? Jo McShane investigates Activities to develop gross motor skills | NQTGross motor skills are the movements of the large muscles of the body. These activities will help to develop and improve gross motor skills. Activities to develop social communication skills (pragmatics) | NQTPragmatics refers to the ability to communicate in social situations. These classroom activities will help all children to develop social communication skills. Activities to develop grammar (syntax and morphology) | NQTThese classroom activities can help develop grammar skills, particularly syntax and morphology Questioning skills as a tool for participation | NQTJo Smith provides some practical tips on how to develop questioning skills as a tool for promoting participation and learning Legal basics: giving your pupils advice on sex and contraception | NQTIngrid Sutherland outlines controversial new guidance on the provision of sexual health services in schools Managing gender difference issues in the D&T workshop | NQTIs it possible to create a more 'gender balanced' learning environment? Natalie Griffiths explains how she investigated the effect of gender on learning in the D&T classroom and developed strategies to benefit pupils of both sexes The meaning of 'learning environment' | NQTPam Woolner looks at the variety of ways in which the widely-used term 'learning environment' is employed Risk and challenge in the early years | NQTKatrina Foley describes how young children’s independence and self-management skills can be promoted in an environment which celebrates risk, challenge and empowerment Ideas for topic-based learning in science | NQTCrispin Andrews looks at the increasing emphasis on topic-based learning and offers some ideas to teach science through the topic of birds Renewed Primary Framework for Literacy | NQTSara Wernham looks at the Renewed Primary Framework for Literacy and discovers how it will affect teachers Literacy: fabulous fridge magnets | NQTTrevor Millum outlines a truly novel way to get pupils to enjoy manipulating and using words Teacher training for primary PE specialists | NQTPE and Sport Today talks to primary link teacher Lorraine Livingstone who, despite the inadequacies of PE training for primary teachers, has become something of a specialist Teaching and Learning Research Project - ten key messages | NQTMary James, the Teaching and Learning Research Project (TLRP) deputy director, describes the most important messages that have arisen out of this national multi-faceted exploration of teaching and learning practice Pedagogy - what does it mean? | NQTJo McShane used to think that pedagogy was just a stuffy academic way of saying ‘teaching’, but after attending a conference on the subject she finds that it means a great deal more Settling disputes in school | NQTJeremy Cunningham shows how schools can ensure 'just' disciplinary procedures What makes a good teacher for gifted and talented students? | NQTListening to what students themselves have to say about their education is an important part of high-quality G&T provision. Year 8 pupil, Beth Hancox outlines her thoughts on the qualities of a good teacher for gifted and talented students Soundtracks for concentrating | NQTSome people find it easier to work with steady, gentle background sound rather than absolute silence, writes Mark McKergow Soundtracks for visualising | NQTDo you like to use moments of quietness and reflection in your classes? Do you like to tell stories while the pupils listen attentively? If so, consider using music as a soundtrack to boost visualisation and imagination, suggests Mark McKergow Soundtracks for creativity | NQTMark McKergow suggests ways of using music to stimulate creativity in your pupils Saving your voice | NQTLesley Hendy examines how you can look after your voice when teaching outside and also gives some tips on reading aloud Time management: the STOP technique | NQTMike Munro Turner summarises the STOP technique for time management Soundtracks for learning review | NQTMark McKergow describes how music can be used at the end of your lessons, as a soundtrack for your students to review their learning Primary assembly guidance part three: preparation | NQTGerald Haigh concludes his series on primary assemblies by giving some tips on preparation, along with some advice on how to deliver an unplanned assembly Primary assemblies guidance part two: the assembly leader | NQTGerald Haigh continues his three-part series on primary assemblies by looking at the role of the assembly leader Primary assemblies guidance part one: values | NQTGerald Haigh begins a three-part series on primary assemblies by looking at values Reconciling emotional literacy and targets | NQTIn the first episode of her diary, drama teacher Julie Leoni writes about reconciling her emotional literacy programme with the school’s focus on targets and achievement. Confiscation and use of force: power to the teacher? | NQTPupil discipline provisions enshrined in the Education and Inspections Act 2006 came into force in April 2007. Solicitor Dai Durbridge interprets what these measures will mean for work in schools Making the most of your TAs | NQTThe relationship between teachers and teaching assistants is a changing one. Angela Youngman investigates and offers guidance to ensure effectiveness Evidence-informed teaching: the answer (or part of it) is out there | NQTThe EPPI website is an excellent resource for informing your decision making, says David Leat. Personalised learning | NQT'Personalised learning' has been appearing with increasing frequency in policy documents and in discussion about teaching and learning for the last few years. But what is truly meant by 'personalised learning'? Explaining G&T to NQTs | NQTHow can G&T specialists support NQTs, and how can NQTs prepare themselves? Hilary Lowe of Oxford Brookes University looks at some of the key issues Taking account of emotions in student-teacher relationships | NQTSue Roffey describes her way of thinking about how to relate more deeply with students in the classroom. Can we choose our values? | NQTIn his introduction to a new column, Dr Graham Haydon focuses on choice and discusses how the decisions we make influence our everyday life. Challenging homophobia | NQTDavid Watkins argues that homophobia is something we should talk about and offers practical advice for creating LGBT-inclusive schools. Tackling binge drinking | NQTAndrew Chambers tackles young people’s binge drinking through a new resource. Problem-solving skills: getting on with others | NQTIn a second extract from his book, psychologist Steve Killick describes two approaches to engaging young people in problem-solving conversations. Teaching and learning interventions | NQTWe are constantly trying to drive up standards of teaching and learning with new approaches, preferably those with a strong evidence base. But is ‘What Works?’ the right question? Should we really be asking ‘How do good teachers get better?’ Elaine Hall reflects on the messages from a meta-analysis of teaching and learning interventions. The art of listening | NQTIn an edited excerpt from his new book, clinical psychologist Steve Killick writes about the importance of listening to young people. Teaching through dark feelings | NQTSecondary drama teacher Julie Leoni writes about how she teaches through the darkest days of winter Creating an inclusive environment for children with disfigurement | NQTHow can you handle children’s surprise at a new classmate’s disfigurement in a way that is positive for everybody? Jane Frances of Changing Faces offers some practical ideas. Singing in tune | NQTPatricia Lee explains how we can help children to acquire ‘pitch’. Vygotsky and the child apprentice | NQTLev S. Vygotsky is the subject of Steve Mynard's article on the psychology of child development. Communicating with parents: meetings and presentations | NQTCarole Farrar continues her series on communication with parents. Helping children to cope | NQTProgramme director Claire Finka writes about how the Sheffield-based Juniper programme helps children find a way to cope with stress. Communicating with parents: one to one | NQTCarole Farrar continues her series by looking at ways to make the most of personal contact with your parents. Planning for participation | NQTPatricia Lee continues her exploration of music for young children. Piaget and the development of intelligence | NQTSteve Mynard opens a series of articles on educational thinkers who have influenced our approaches to early education. Peer feedback and self-assessment | NQTSarah Treneer and Claire Kendall describe how they developed a technique for encouraging children to reflect on their own and others’ learning through the use of peer feedback. Challenging the myths | NQTJane West looks at some misconceptions about giftedness and how to dispel them. Geography in the early years | NQTGeography can reward the inquisitiveness of young children, says Steve Mynard. Risks, dangers and hazards | NQTMargaret Collins describes how children can learn to be risk assessors. Bringing history to life | NQTArchaeologist and teacher John Crossland, describes how you can use an historic site with Foundation Stage children. Giving medicines to children | NQTMary Mahoney examines our responsibilities when asked to give medicine to children. Developing emotional vocabulary | NQTExtending vocabulary when talking or listening to children is a good way to develop their emotional language. Margaret Collins describes two ways of doing this. Promoting communication | NQTMargo Turnbull explores the development of children’s communication skills, by focusing on the role of the practitioner. Radio and the early years | NQTNick Smurthwaite investigates current developments in radio for young children. The great how-and-when-to-teach-reading debate | NQTWe all know that learning to read is a very important step for any child to make, but how can we be sure that we are offering children the best introduction to this skill. Roger Hurn unpicks some of the issues currently under debate. Learning through nature | NQTAngela Youngman found out about a broad and creative approach to learning. Hotseating in the early years | NQTSteve Mynard explores a process to enrich your children’s language and literacy experiences. Teacher's expedition to Antarctica | NQTTeaching Expertise is delighted to announce our sponsorship of a teacher’s expedition to Antarctica, exploring how humans cope with extremes. Assessment for learning: a key skill | NQTAssessment is dependent upon our observations of the children. Anne O’Brien, an experienced teacher and headteacher of young children, explores how we can use the observations we have made to inform the next stage of our planning. Drama in the early years | NQTSteve Mynard looks at the place of drama in your setting and how existing practice can be enhanced. Storytelling in the early years | NQTA love of stories is common to all young children, and by telling stories, rather than reading them, a storyteller can really bring the tale to life and make it a more interactive experience for the children. Former headteacher Steve Mynard explains how everyone has the ability to become a storyteller, it is just a matter of following some easy guidelines. Attachment, transitions and early emotional development | NQTJohn Cousins is a primary mental health worker, supporting children and their families. He explains what we mean by 'transitions' and how they can affect the child. Computers and early years | NQTAngela Youngman talked with Justine O’Driscoll of the Bedford Just Learning Nursery about making computers accessible for children in the early years. Self-esteem in young children | NQTChildren’s therapist John Cousins examines the concept of self-esteem, which is integral to a child reaching Early Learning Goals in the PSE area of learning. Safe in the sun | NQTMargaret Collins looks at ways to raise children’s awareness of sun protection. Attachment theory | NQTAttachment theory is explored here by Steve Mynard, who summarises some of the research and suggests ways that you could use this in your setting. Making justice and care work together | NQTIn his regular column Dr Graham Haydon argues that when the principles of justice and care are combined a more beneficial outcome is likely to be achieved. Global leadership accountability: responsible challenges and netizenship | NQTIn a special feature which encourages informed and responsible ways of tackling abuses of power Dr Christopher Williams suggests that young people make use of new web resources. Activities to develop semantic knowledge | NQTSemantic knowledge is the ability to understand narrative. This includes the ability to understand the meanings of words in different contexts, as well as a knowledge of the meaning of relationships between words. The activities listed here will help develop semantic knowledge. Activities to develop word finding skills | NQTWord finding is the ability to access vocabulary from the long-term memory. These activities can help develop word finding skills and can be used in lessons for the benefit of all pupils. Activities to develop and improve listening skills and attention | NQTListening is the ability to attend to sounds across a range of stimuli. Pupils with listening and attention difficulties have one of two problems... Activities to develop spatial awareness | NQTSpatial awareness is the ability to be aware of oneself in space. Awareness of spatial relationships is the ability to see two or more objects in relation to each other and to oneself. These activities will help develop spatial awareness skills and can be used in lessons for the benefit of all pupils. Activities to develop verbal comprehension | NQTVisual comprehension is the ability to listen to information that has been given orally, then remember it, understand it and use the information across a range of tasks. These activities can help develop skills in this area, and can be incorporated into lessons for the benefit of all pupils. Activities to develop visual perception | NQTVisual perception is the ability to recognise, interpret and organise visual images. The activities listed here will help develop visual perception skills and can be incorporated into lessons to benefit all pupils. Activities for developing skills | NQTThis series of classroom activities will be useful for SENCOs, teachers, assistants and mentors. Each page focuses on a different skill set – from spatial awareness to visual discrimination to semantic knowledge Activities to develop auditory memory | NQTAuditory memory is the ability to recall information that has been given orally. The activities listed here can help develop auditory memory and can be incorporated into lessons for the benefit of all pupils. Activities to develop visual memory | NQTVisual memory is the ability to recall information that has been presented visually. The activities listed here can help develop visual memory and can be incorporated into a lesson for the benefit of all pupils. Activities to develop visual discrimination skills | NQTVisual discrimination is the ability to recognise similarities and differences between visual images. The activities listed here can help develop visual discrimination skills and can be used in lessons to benefit all children. Activities to develop phonological awareness | NQTPhonological awareness is the ability to be aware of sounds within words and to be able to break down words into syllables and into phonemes. The activities listed here can help develop phonological awareness and can be used in lessons for the benefit of all children. Activities to develop auditory discrimination skills | NQTAuditory discrimination is the ability to detect similarities and differences when listening to sounds. The activities listed here can be used to strengthen auditory discrimination skills and can be incorporated into a lesson to benefit all children. Global poverty as a citizenship issue | NQTDon Harrison describes three ways to explore issues of global poverty through a new resource from Save the Children. Is multiculturalism an idea that's past its sell-by date? | NQTIn his regular column, Dr Graham Haydon argues that in responding to multiculturalism, we need to think hard about the idea of culture. Questioning national stereotypes | NQTCritical thinking skills can help us unpack national stereotypes. Dr Christopher Williams proposes strategies and resources focusing on the image of young people in Palestine. Values, not tests, give education meaning | NQTJohn Potter says citizenship gives education meaning and purpose – and students seem to agree. Putting tolerance in its place | NQTIn his regular column, Dr Graham Haydon asks whether tolerance has become an easy option, which allows us to continue with an underlying disapproval of others because they are different. Discussion and democracy | NQTIn his regular column, Dr Graham Haydon argues that, despite appearances, PSHE as well as citizenship has a role in education for democracy. Telling tales and smart thinking | NQTEducational consultant Mike Fleetham shares some interesting ideas about choosing books and looks at some practical ideas for using stories to develop children’s thinking. Building a class library | NQTRob Sanderson of Wigan Schools Library Service offers some practical advice for building an early years library. Benchmarks in global citizenship education | NQTGlobal citizenship benchmarks for secondary schools. Martin Luther King Day poems – from Benjamin Britten High School | NQTTo mark Martin Luther King day, students wrote poems on social responsibility themes. Martin Luther King Day – student inspiration at Benjamin Britten High School | NQTOn Martin Luther King Day, suggestions from Year 8 and 9 students at Benjamin Britten High School. Your voice : your job | NQTLesley Hendy considers how the teacher's voice affects pupils' behaviour and their ability to learn Getting the most out of project work | NQTIn this article, Philip Drury underlines the numerous educational advantages of project work, and shows how negative points can be effectively circumvented Encouraging independent learning | NQTAndy Bowman explores strategies to begin to develop independence and resourcefulness in young learners. The evidence for accelerated learning | NQTBill Lucas explores the phrase 'accelerated learning,' and its associated curious, if well-meaning, misconceptions Consultation on ITT requirements | NQTFollowing the review of the national standards (see opposite), the secretary of state for education and skills has asked the Training and Development Agency for Schools (TDA) to review the initial teacher training (ITT) requirements. The importance of emotional safety | NQTIn her final article on how teachers use emotions, teacher trainer Susan Gibbs discusses why emotional safety is so important in enabling children and young people to learn. Make classroom groups work | NQTSome key findings from research on how teachers can use groups to boost young people's achievement Teacher support now online | NQTThe Teacher Support Network has set up an online advice, information and support service for teachers. This will supplement the existing telephone service, which offers counselling to around 17,000 teachers and lecturers every year. Young people need to talk | NQTIf schools are to help tackle self-harming behaviours, says the final Report of the National Inquiry into Self-Harm among Young People, they need to ensure that young people have opportunities to talk about their fears and anxieties. Groupwork boosts achievement | NQTGroupwork needs a bigger role in classroom practice, according to the findings of the SPRinG (Social Pedagogic Research into Groupwork) project, carried out over five years by researchers at the universities of London, Cambridge and Brighton. Corporal punishment and religious freedom | NQTDOES the right to freedom of religion entitle teachers to inflict corporal punishment on children if parents authorise it? From student to professional: the transition from ITT to CPD | NQTHowever well planned for, the process of moving from trainee to professional will always constitute a big change. NQTs should not shy away from the TLA | NQTLorne Charles, who teaches at Morpeth School Bethnal Green, was one of the first NQTs to join the GTCE's Teacher Learning Academy (TLA). She describes how her involvement has helped her to develop professionally and the value of the TLA's support at this moment in her career. Academies and membership of the GTCE | NQTIn a letter to the DfES in May Universities Council for Education of Teachers (UCET) expressed concern that teachers working in city academies do not need to be members of the General Teaching Council (GTC). Metaphors, motivation and multi-sensory learning | NQTJulie Bennett suggests three different techniques that you can use to motivate learners and add further dimensions to your teaching Can creativity be taught? | NQTOn the 250th anniversary of Mozart's birth, Garry Burnett used the composer as a model to question whether creative skills such as problem-solving and interpretation can be taught Team Teaching | NQTTeam teaching is an approach in which two or more teachers are jointly responsible for course content, lesson activities and assessment. Could it work for you? Don't teach to the middle: giving advice to the new generation of teachers | NQTG&T coordinator Jo McShane reflects on how far things have come since she did her own PGCE and provides some strategies to share with NQTs and teacher trainees. A teaching elixir or best-fit pedagogy? Do learning styles matter? | NQTDr Steve Rayner (School of Education, University of Birmingham) explores recent criticisms of the use of learning styles in education, arguing that they are, when used in well-considered ways, an essential feature of personalised learning. SEN Reviews: Reflective Reader: Primary Special Educational Needs | NQTThis is an excellent introductory text to special educational needs and inclusion. It is aimed at trainee teachers and addresses relevant Professional Standards for QTS, but is certainly not constrained by these. The book is organised around three key themes of: principles and policies of special educational needs; working with others; and practical applications in the primary classroom. Supporting trainee and newly qualified teachers | NQTLinda Evans considers the implications for SENCOs in helping trainee and newly qualified teachers (NQTs) to develop effective strategies for meeting pupils’ individual needs. What is SWOT analysis? | NQTSWOT is a frequently used management tool, useful for reflection, decision-making and appraising options 11 ways to be promoted | NQT"If you continue to do what you have always done, then you'll continue to get what you've always got." Anon Let's talk about…counselling | NQTThe Teacher Support Line is available to all teachers, providing access to counsellors when support is needed 11 ways to declutter and save time | NQTIf you are disorganised your colleagues will think you're less effective, even if you aren't. Unfair but true. Prioritised lists and well-planned lessons disperse the illusion of chaos, but what else can you do? Classroom seating patterns | NQTThere are pros and cons to all seating patterns Managing classroom conflict | NQTWin it or lose it within the first three minutes, by Nicola Fahey The GTCE's Engage network | NQTIn a letter to the DfES in May Universities Council for Education of Teachers (UCET) expressed concern that teachers working in city academies do not need to be members of the General Teaching Council (GTC). Enrichment activity – critical thinking | NQTCritical thinking, communication, politics, philosophy, environmental awareness, economics. Religious Festivals | NQTWhy do we need to celebrate? Is there a pattern common to both religious festivals and secular festivals and celebration? Developing higher-order questioning | NQTJohn Senior looks at an approach that will help G&T students develop creative thinking. Most Related:
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