5 key steps in curriculum design

Schools that successfully develop and maintain a broad, challenging and opportunity-rich curricular and extracurricular offer recognise the benefits this brings for all learners – not just those designated “more able”. The examples of such successful schools reflect NACE’s own focus on provision for more able learners as part of a much broader context of challenge for all and whole-school improvement.

5 steps to develop collaborative problem-solving in maths

Ems Lord, Director of the University of Cambridge-based NRICH project, shares five key factors to consider when planning collaborative problem-solving (CPS) sessions using low-threshold, high-ceiling maths resources.
Have you ever attempted assembling flat-pack furniture with a friend or family member? How did it go? And are you still talking to one another?

Rethinking Romeo and Juliet: four free resources for GCSE English

Shakespeare’s tragic tale of young love rarely fails to capture the imagination, but how can you help learners approach it with a fresh perspective – interrogating, comparing, contextualising and analysing in depth? Charlotte Bourne, Deputy Head of Learning at Shakespeare’s Globe, shares four free resources to breathe new life into your English literature lessons…

Unlocking the toolbox of character education

NACE member and Challenge Award holder Llanfoist Fawr Primary School has developed a whole-school approach to character education, drawing on its use of the NACE Challenge Framework alongside the SkillForce Prince William Award. Headteacher Jon Murphy explains why the school believes so strongly in character education as a prerequisite for both wellbeing and academic success.

Why focus on character education?

5 ways to help young people develop “science capital”

Do the young people in your school feel confident engaging with scientific concepts, terminology, experiences and thinking? Do they believe science is “for them”? In this blog post, Science Museum Group (SMG) Academy Manager Beth Hawkins shares five ways teachers can help learners develop “science capital” – promoting more positive perceptions of, attitudes towards and aspirations within the sciences.

What makes a challenging GCSE science exam question?

In this excerpt from the NACE Essentials guide “Realising the potential of more able learners in GCSE science”, NACE Associate Ed Walsh explores the components of a challenging GCSE science exam question – and how teachers can best help learners prepare. 

To explore this topic in depth, join one of Ed’s upcoming workshops in Cardiff or London.


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