Teach-Secondary-14.1

CONTENTS Regulars 11 DICTIONARY DEEP DIVE David Voisin examines the hidden origins and surprising behaviours concealed within our everyday vocabulary 12 THINK PIECE Schools can’t be blamed for the recent dips we’ve seen in birth rates, reasons Ian Mitchell – but the focus on family dysfunction often seen in PSHE lessons arguably isn’t helping matters… 25 NATASHA DEVON New survey data showing how public attitudes towards mental health have regressed back to circa 2009 levels ought to prompt a re-examination of our media discourse and schools’ loss of support 34 OFF THE SHELVES Brilliant titles for you and your students to explore 69 MAKING SENSE OF… LOWER AND UPPER BOUNDS Demystify the process of identifying the lower and upper bounds of intervals with Colin Foster’s helpful overview 82 SETTING BOUNDARIES Amid the perennial debates over the merits of school uniform, there’s more shared common ground than we might think, argues John Lawson Features 15 GOOD TRIP, BAD TRIP Daniel Harvey shares his recollections of two school visits that were a study in contrasts... 19 OFF THE RADAR Students with dyslexia are falling between the gaps of assessment systems that are failing to recognise their strengths and aptitudes, writes Kate Griggs 21 WHAT I LEARNT AT SCHOOL Dr Maggie Aderin-Pocock MBE recalls how her childhood education was characterised by frequent changes and an unwavering fascination with the mysteries of science 22 MOTIVATION BOOST When assigned with care, homework can be a powerful tool for helping to boost students’ motivation and pride in their developing skill sets, says Jovita M. Castelino 37 BEST IN SHOW With one of the biggest events in the education calendar just weeks away, we take a look at what awaits those making the trip to ExCeL London for Bett 2025 45 THIS WAY! Is the language directed by your teachers at pupils as clear and unambiguous as it could be? Rebecca Leek provides some pointers that leadership teams might want to pay attention to... 48 CROSSING BORDERS England is hardly alone in its struggles to recruit teachers, observes Jennifer Hampton – so how have other countries grappled with the issue? 51 WE’RE ALL EARS. . . Ofsted has made much of its recent listening exercises, notes Adrian Lyons – but are they taking away the right lessons? 52 EVERYONE ON THE SAME PAGE Give your struggling readers the support they need with Meera Chudasama’s engaging literacy activities 64 TREAD LIGHTLY Was that an innocuous remark or an expletive that shouldn’t go unpunished? Michael Power untangles the minefield that student language in shared spaces can easily become... 66 AGAIN, AGAIN! Why give repetitive instructions to students who are already paying attention? Colin Foster has the answer... 70 AHEAD OF THE GAME James Saunders sets out the policies developed at Honywood School in Essex to manage AI’s growing presence in the classroom 73 A ROAD TO RETURNING Alessandro Capozzi shares his thoughts on how schools are using online AP as a bridge back into school for long-term absent students TS Special – CPD 28 START AS YOU MEAN TO GO ON When should ECTs begin giving serious thought to their CPD activities? Craig Lomas and Professor Geoff Baker offer their insights... 31 ONE RUNG AT A TIME Rob Crowther shares his lessons and advice for those looking to move from a teaching role into a leadership position 32 WHAT NOT TO DO Sally Newton highlights those CPD tendencies and practices that are best avoided TS Focus – The arts 56 MEETING THE BRIEF Hannah Day explains how elements of applied design and illustration can be incorporated into art lessons 59 DON’T INVOLVE ME! For some students, KS3 drama lessons will entail constant efforts at avoiding the embarrassment of the spotlight – but it doesn’t have to be that way, reasons Martin Matthews... 60 ADVENTURES IN SOUND Music lessons are as much about listening as performing, writes Helen Tierney – so here’s how to help your students really open their ears... Learning Lab 75 BE INSPIRED What students can get out of podcasting; a 5-point guide to supporting learners with additional needs; and why the time may have finally come for oracy teaching to be embedded at KS3 JAN/FEB ‘25 Publishers: Joe Carter, Sam Reubin, Richard Stebbing Editor: Callum Fauser, callum.fauser@artichokehq.com , 01206 505115 Group Advertising Manager: Samantha Law, samantha.law@artichokehq.com , 01206 505499 Advertising Manager: Ria Bentham, ria.bentham@artichokehq.com , 01206 505928 Deputy Advertising Manager: Hannah Jones, hannah.jones@artichokehq.com , 01206 505924 Art editors: Richard Allen, Sarah Barajas Customer services: secondary@artichokehq.com Accounts: artichokemedialtd@integral2.com Published by: Artichoke Media, Suites 2 & 4, Global House, Global Park, Eastgates, CO1 2TJ The views in this magazine are not necessarily those of the publisher. 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