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

Quality standards are the new buzzwords in school self-evaluation for G&T coordinators. But what’s the difference between an audit and self-evaluation – and how do you do it? Jane West explains. read more

Empowering students by developing their understanding of how they learn. read more

Why do we need to celebrate? Is there a pattern common to both religious festivals and secular festivals and celebration? 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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Writer and consultant Barry Hymer explains why he thinks G&T education needs to rethink some commonly used policies. read more

The able, gifted and talented continue to make strides at the first school to receive NACE’s Challenge Award, as deputy headteacher and G&T coordinator David Futerman explains read more

Former headmaster Neil Short examines the first stage of the PM cycle – planning. read more

All policies should be discussed with those who will be involved in carrying them out and should be easy to understand so that they are not interpreted in different ways. Here we look at how to write an effective behaviour policy

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SENCOs will find two recent publications helpful for developing dyslexia-friendly schools – one for adult literacy and numeracy skills, the other from the primary national strategy

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Groupwork 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. read more

To mark Martin Luther King day, students wrote poems on social responsibility themes

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Carole Farrar, an experienced early years headteacher, takes you through the process of appointing new staff members

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What are our responsibilities when asked to give medicine to children? Mary Mahoney examines this issue, with a focus on working with younger children

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Archaeologist and teacher John Crossland, describes how you can use an historic site with Foundation Stage children. read more

Help children to understand what risk actually is and the part they can play in minimising risk and doing things safely. Margaret Collins describes how children can learn to be risk assessors at school

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Neil Short looks at the second and third stages of the PM cycle: monitoring and review. read more

Sally Eaton examines the benefits of CPD and the line manager’s role in implementing it. read more

British Gymnastics’ play programme helps young children develop physical skills. Jo Prescott and Liz Liebman explain how

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Did the referee mean to praise the candidate or warn you off? Is a string of previous jobs a negative factor? Headteacher Carole Farrar looks at how to weigh up the information when appointing early years staff. read more

Bob Jelley, former head and now supply teacher, argues that success in improving school attendance lies in the hands of the encouragers, persuaders and mentors. read more

Most schools have not kept up with what management information systems can do for them, says education writer and former headteacher Gerald Haigh. Here he illustrates how they can make more of equipment they already have in school. read more

A free training seminar on gambling education will take place in London on 10 May 2007. The seminar is being organised by Tacade, a leading charity working in the field of PSHCE. read more

Teacher absences can cause financial difficulties. There is no easy solution to the problem of supply cover costs, but more effective management can reduce negative impacts. Ruth Bradbury shares her advice

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A new book from Chris Kington Publishing is ‘highly recommended’ and wins Silver at the GA Awards. read more

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