Teacher Wellbeing – Day 2 | hannahruthtyreman

After Day 1 of this wellbeing CPD, offered by The Chartered College, I was really excited to meet up with everyone again, spend a day talking about wellbeing and hearing how everyone’s interventions had gone. On day 1, we explored what we meant by wellbeing a little, spoke about stress and anxiety before we ventured into exploring what our wellbeing intervention back in our own contexts might be. If you missed it, you can read about day 1 here.

We were introduced to a great deal on day 1 so I knew that day 2 was likely to provide some all important space for us to reflect (one of many…

Continue reading at:

The NewVIc class of 2016 | Eddie Playfair

As we prepare to celebrate the achievement and progression of our 2017 leavers on their results day, it’s worth looking back at our most recent previous cohort and where they progressed. As usual, the class of 2016 was a brilliant and diverse group, full of ambitious and determined young people, preparing to make a positive … Continue reading The NewVIc class of 2016

Continue reading at:

Ask Uncle Colin: An Absurd Quadratic | Colin

Dear Uncle Colin,

In a recent exam, I was invited to solve $12x^2 – 59x + 72=0$ without a calculator. Is that a reasonable thing to ask?

Very Irate EdExcel-Taught Examinee

Hi, VIETE, and I don’t blame you for being cross – in a non-calculator exam, I’m not sure that really tests the Supposedly Important Skills you’re meant to have.

That said, it’s not impossible.
Method 1: using the formula

This is a bit brutal, but it can be done: if $a=12$, $b=-59$ and $c=72$, you have $\frac{59 \pm \sqrt{(-59)^2 – 4(12)(72)}}{2(12)}$. None of that is especially nice, but $59^2 = 3481$, which…

Continue reading at:

Updated Further Education and Skills Inspection Handbook from Ofsted (September 2017) | joannemilesconsulting


Word version of the Inspection Handbook in use from September 2017 onwards by Ofsted.



PDF version of the Inspection Handbook in use from September 2017 onwards by Ofsted.



This link dispels some of the myths around expectations from Ofsted and would be a useful read for leaders, managers, observers and…

Continue reading at:

An Integral Diversion | Colin

The brilliant @dragon_dodo sent me this puzzle:

Evaluate $\int_0^1 \left(1-x^\frac{1}{7}\right)^3 – \left(1-x^\frac{1}{3}\right)^7 \d x$.

I’m not going to give you the solution right now; that will come after I’ve rambled for a bit.

After I’d solved the puzzle (see below), I wondered what each of the integrals actually evaluated to. Failing to solve it myself immediately, I turned to Wolfram Alpha, which told me it was $\frac{1}{120}$. Interesting. I played with the numbers a bit, and came to the experimental conclusion that $\int_0^1 \left(1 -x^\frac{1}{a}\right)^b \d x =…

Continue reading at:

Newham’s outstanding record of widening participation | Eddie Playfair

Disadvantaged young people in Newham are more than twice as likely to progress to university than in England as a whole and their progression rate is the 4th highest of all local authorities in the country. The ‘disadvantage gap’ between them and their ‘non-disadvantaged’ peers is less than a third of the national average and … Continue reading Newham’s outstanding record of widening participation

Continue reading at:

Think about thinking hard | FurtherEdagogy

I recently stumbled across this statement in Coe’s excellent ‘Improving Education‘ publication and it really hit home:

Some research evidence, along with more anecdotal experience, suggests that students may not necessarily have real learning at the top of their agenda. For example, Nuthall (2005) reports a study in which most students “were thinking about how to get finished quickly or how to get the answer with the least possible effort”. If given the choice between copying out a set of correct answers, with no effort, but no understanding of how to get them, and having to think hard to…

Continue reading at: