“Seeing those lightbulb moments, helping children to achieve.” This is what our members say teaching should be: but workload pressures and government’s heavy hand in curriculum, assessment and accountability means that the reality is often very different.
Last July, the government announced the Skills Plan, a radical overhaul of technical (previously known as vocational) education.
As most of you will be aware from your own experience, there is a growing crisis in teacher recruitment and retention.
Here’s a simple maths problem. Answer it as completely as you can, showing your workings.
This is my 41st year working in primary education. I took early retirement from a headship eight years ago, but after unexpectedly losing my husband shortly after, I returned to the classroom as a specialist numeracy intervention teacher.
I was one of the first trainees under the School Direct scheme in 2013. During my training, I was lost - we didn’t fit well into the world of initial teacher education, and no one seemed to care. We were guinea pigs. I had an awful start to my NQ year and was on the verge of leaving teaching.
I have always enjoyed teaching and as an active ATL member, I enjoy being able to contribute to the education debate using the benefit of my 30-year experience as a teacher both in the state and the independent sector.
Government appears to have a workload problem. Trying to leave the European Union, along with attempting to make sure that Britain has a strong future outside the EU, seems to be taking up everyone’s time.
In Norfolk, we have started a campaign to force the government to pay for the removal of asbestos in all schools. This is a joint education union campaign and we need your support.
In the next few weeks we expect the Government to publish the consultation on assessment in primary schools that Justine Greening promised back in October.