This page contains a Flash digital edition of a book.
Education Round-Up


A


mid the GCSE English Literature controversy we asked WJEC, one of the UK’s leading exam boards, to tell us more about their approach.


Through the Eduqas brand, WJEC will be delivering an English Literature specification which strikes a balance between contemporary and traditional works to give learners a comprehensive foundation.


WJEC feels it is important that learners read broadly from authors originating from a variety of countries, spanning a range of eras. Their Eduqas specification provides learners with opportunities to read widely across a variety of texts to develop an understanding of how literature is both rich and influential. Gareth Pierce, WJEC's Chief Executive, said: "Our new GCSE specification provides strength and variety. The 19th century prose range from Jane Austen to H.G. Wells, whilst our post-1914 prose and drama selection has a rich choice from mid-20th century to the start of the 21st century.


“Our poetry anthology includes works from authors originating from the USA, Pakistan, England, Ireland, Scotland and Wales. The themes covered by the anthology include nature, love, conflict, war and change. The background reading includes a wide range of authors, spanning the USA, West Indies and Pakistan.” Kirsten Wilcock, English Language Subject Officer, said: “The combination of our GCSE English Language and English Literature specifications allows teachers to adopt integrated teaching approaches so that reading and writing skills are developed simultaneously.


Teachers involved in the development of our new GCSE English Language specification are particularly excited about this aspect. “Every year more than 80,000 learners in England already benefit from studying both our English specifications”.


uwww.eduqas.co.uk


How can schools harness the power of technology to enable better, safer and sustainable learning?


H


ow can schools harness the power of technology to enable better, safer and sustainable learning? The Technology in Education Summit, supported by NAACE and Childnet, returns to provide management teams and teachers with expert advice on how to make cost-effective infrastructure investments, improve skills and create 21st century classrooms.


Attracting around 150 attendees from schools, central government and local authorities, the September 2014 Summit represents an excellent networking opportunity, as well as a chance to learn from leading policymakers and practitioners.


Hearing from confirmed speakers such as Mark Chambers (Chief Executive, NAACE) and Will Gardner (CEO, Childnet International), with more to come, delegates at the Summit will benefit from practical tips on tackling the following issues:


• Identifying user needs: where should schools target spending?


• Private sector partnerships: how can schools derive more value from relationships with suppliers?


• Best practice: how are teachers using technology to inspire and inform pupils? • ‘Real world’ learning: how can technology help schools prepare pupils for work? • Inspections: what value should be attributed to online learning? • Achievement: how can schools use technology to measure performance? • E-safety: ensuring technology is utilised appropriately • Cyber bullying: what provisions should schools


• Child sexual exploitation: what preventative action are schools taking?


The Technology in Education Summit September 25th 2014 London


9.15am-4.30pm 34 www.education-today.co.uk


uwww.educationandtechnology.co.uk u@WestminBriefing u#edtechsum


June 2014


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36