If citizenship with a global dimension is taught and learned in all schools, great things can be achieved! Heather Swainston from Cheshire Development Education Centre explains how. read more

Many schools would say their students have a voice, but do they really? What about at Whalley Range? read more

Fair trade day formed part of a whole school curriculum enrichment programme at Congleton High School, and was linked into Citizenship, which explores diversity and human rights in a local, national and global context

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Our multi-cultural arts day was aimed at Year 7 students and was one of a programme of stop days around global citizenship in our school. read more

A review of the attitudes of the whole school towards global citizenship resulted in changes to the School Development Plan. read more

One World Day was part of a week linked to the School Development Plan, focusing on global issues. read more

An anti-racism day held in 2002 brought together visiting speakers, specialist workshops, interested staff and visitors from NFC. This became a model for our first global citizenship event. read more

Our Global Citizenship days are off-timetable events with a mixture of quizzes, activities, video, and seminars. They are designed to cater for approximately half a year group at a time (110 students)

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Global citizenship has radically altered the Key Stage 3 curriculum at Broadoak High School. read more

Top tips for surviving your first year at a new school, from teacher Ben Vessey read more

In this article, Philip Drury underlines the numerous educational advantages of project work, and shows how negative points can be effectively circumvented read more

In the third of our series of articles about the Opening Minds Curriculum, Imogen Willgress explains how a new team was brought together to plan the new approach to Key Stage 3. read more

Dr Patrick Hazlewood explains how St John’s School in Marlborough, challenged an out-dated curriculum. read more

The second in a series of articles exploring the innovative ‘Opening Minds’ Curriculum at St John’s School in Marlborough. read more

Leslie Spencer takes us on her learning journey, inspiring learners to love learning. Are you prepared to have your preconceptions, philosophies and pedagogy challenged? A teacher’s tale of the ‘Opening Minds’ curriculum. read more

The Manifesto for Education Outside the Classroom promotes high-quality outdoor learning experiences to support cognitive skills and aid personal development – gardening fits the bill, says Dr Susan Johnson

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A new review group has been set up to recommend ways of: read more

The Education Act 2005: an overview for school staff. read more

The new framework comes into effect this September. It will give schools more freedom — but this comes with tough new duties, says Mark Blois. read more

How can G&T coordinators ensure that differentiation for G&T pupils is taking place in every classroom? Paul Ainsworth looks at some methods based on sharing best practice read more

The Deanes School is a specialist sports college in Benfleet, Essex, where for a number of years staff have been working on G&T programmes based on provision beyond the curriculum, writes G&T coordinator Keli Hampstead read more

How can teachers help their most able mathematicians? Lynne McClure, consultant for the Mathematical Association discusses the problems and offers some solutions. read more

Headteachers working together in a National College for School Leadership (NCSL) research project have announced progress in overcoming differences in performance between departments within schools. read more

Since 2001, when in the words of our Head Teacher, Patrick Hazlewood, we were to ‘…throw out the National Curriculum…’, our school has focussed on discovering how we might best serve our students in order to make them independent, adaptable and confident learners able to meet the demands of the 21st century. read more

AL has become something of a catch-all phrase these days, synonymous with brain-based or mind-friendly learning. Susan Norman goes beyond the buzz-word to bring you the facts read more

Penelope A Beard presents a piece of action research on PE with results that extend to other subjects. Her work also demonstrates how a piece of well constructed action research can shine a light on practice and form the basis for further professional thinking. read more

One of the hardest jobs in teaching is to differentiate materials and teaching among pupils of differing abilities in the same class. So is grouping by ability right for your school and for your most able pupils? Jane West examines the pros and cons. read more

G&T coordinator Samantha Wilkinson of King’s Wood School, Essex, explains how she has developed a PE programme for gifted and talented students

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Jo McShane, South Tyneside’s gifted and talented and Aimhigher manager explains why raising the aspirations of gifted students is a key part of her work. read more

Students from St Clere’s School, Essex, travel to the US for an Advanced Space Academy course every year. G&T Update talked to the trip’s organiser, G&T coordinator Ken Lewis. read more

Whether you’re writing your first G&T policy or need to update your current one, what do you need to include? G&T Update editor Jane West explains read more

Gifted and talented strand coordinator Sue Sayer describes her work as leader for G&T and creativity for her excellence cluster and explains how a Classroom of the Future has influenced the teaching and learning of pupils in the Camborne, Pool and Redruth Success Zone read more

During the academic year 2004-05, the London Borough of Lambeth developed an imaginative and creative partnership with GIFT to offer enrichment courses for gifted and talented primary and secondary students, held in local museums and galleries. Rosemary Butcher explains read more

John Senior looks at an approach that will help G&T students develop creative thinking

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Primary strand coordinator for G&T Joy Blaker explains how schools in Rotherham approach the issue of identifying their most able pupils. read more

Black and Wiliam (often mispelled as Black and William, with two ‘L’s) developed a radical approach to learning, as Charles Dietz reports

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