Daisy Christodoulou, Head of Assessment at Ark, explains the new GCSE accountability measures and what they mean for schools.
As of summer 2016, schools in England are being judged by four new accountability measures.
Computing at School and Barefoot Computing reveal ways that primary school teachers can include the new national curriculum for computing into their lesson plans, and platforms to use depending on a child’s key stage.
In this blog posting, Ark's Head of Early Years Development, Jodie Reed, warns that government policy changes designed to help working families could have the unintended consequence of making quality early years education less available to disadvantaged communities.
Since July 2015, Ark has been working with Dhanpatmal Virmani Education Trust to operate a school in Lajpat Nagar III, Delhi.
Lajpat Nagar is located on a non-descript street, situated between five low-income communities. It is a government school run in partnership by Ark and the South Delhi Municipal Corporation, serving a mixture of Hindi, Bengali and Tamil-speaking families.
This week, teachers from across the country will be at Ark St Alban's Academy, discussing the change to 'no-coursework' GCSEs as part of Ark's free CPD workshop on the topic. The workshops, which are open to all teachers regardless of whether they work in an Ark school, will see teachers hear from expert speakers on the changes - including Mark Critchard, Ark's Network Lead for Maths.
In this blog, Mark considers the implications of a linear curriculum - and suggests 6 points for how to tackle the changes.
Recently, teachers from across the country attended the latest in Ark's series of free CPD sessions, which are open to all teachers, on Life Beyond Levels and the link between elite sports and the classroom. In this blog, Ark Helenswood Academy Principal Lucy Monk reflects on the session - and what teachers can take from sports-style coaching.
As Ark Lajpat Nagar’s first school year comes to a close, Principal Urmila Chowdhury reflects on the progress the students have made and the lessons learned along the way.
In just one year, our students have shown tremendous growth. When they first came to school, most had vocabulary levels which were much lower in comparison to children from affluent backgrounds. Many had never even played with toys, which is crucial for cognitive development. We had a lot of ground to cover in a short period of time.
I was on a crowded bus headed home when I got the call. ‘We’re pleased to offer you…’ I was so happy I didn’t even hear the rest: I’d been offered a place in the second Frontline cohort.
I’d heard about Frontline, a new charity that recruits and develops social workers, from a friend’s mum. She’s a social worker and emailed me as soon as she saw the programme, saying, ‘you have to apply for this!’