Teaching English in a foreign country is likely to be one of the most demanding experiences you'll ever have. It entails relocating to a new country, relocating to a new home, and beginning a new career, all of which are stressful in and of themselves, but now you're doing it all at once. And you'll have to converse in a strange language you may not understand.
For 20 years, Teachit has been publishing high quality teaching and learning resources to support teachers across the primary and secondary curriculum. Our resources are practical, creative and flexible: we know that teachers have many different needs and will want to use and adapt our classroom resources in different ways.
The global shortage of learning is truly shocking. Today, most children in the world are not reaching even basic levels of literacy and maths as they are either not in school or they’re in a school but not really learning. It’s an uncomfortable fact reinforced by the World Bank’s inaugural report on education. The crisis is worst in sub-Saharan Africa. It is home to more than half the world’s out-of-school children, but it receives only a quarter of global education aid. The latest insight from the most authoritative research points to low quality and quantity of teaching in low and middle income countries, indicative of ineffective systems, as a major root cause.
If given the opportunity, most of us would jump at the chance of teaching English in another country. Living and working abroad gives you the chance to open your mind and immerse yourself in a culture that you are not used to. Teaching English abroad offers this and so much more. It is an experience like no other, and there are so many benefits to be considered, too. That said, there are a few things you’ll need to know before you fulfil your dreams. We’re discussing some important things to know before setting off to teach English.
Here at Nesta, we’re gearing up for our flagship education and skills event, and we need you to get involved. 'Acting Now for Future Skills' will explore how educators and policymakers can respond to growing demand for the future skills highlighted by our recent report, 'The Future of Skills: Employment in 2030'. We know that we don’t have all the answers, so we want as many educators as possible to take an active role in preparing for the future.
To kick off the new school year, Manchester Metropolitan University’s Faculty of Education and Emile Education are hosting an evening to discuss how UK schools can best innovate Computing. Pro-vice chancellor Professor Richard Greene and Emile director Glen Jones are specifically keen for “as many teachers from Innovate My School’s community to attend as possible.” The evening of inspiration will take place on Thursday the 28th September, and tickets are available free-of-charge to teachers and school leaders.
When the English GCSE exam was described as ‘not fit for purpose’ four years ago by then education secretary Michael Gove, a widespread concern about GCSEs was reported by the national press. In fact, many educators already believed that traditional GCSEs were dull and insufficiently challenging, and a few independent schools had been developing their own Middle Years curricula and examinations, including Bedales, Malvern College and Sevenoaks School.
Measuring value for money isn’t easy, but for school leaders it has become essential. According to a shake-up announced by secretary for education Justine Greening, £1.3 billion is to be reallocated within the schools’ budget over the next two years. Nonetheless, school leaders around the country have many tough decisions to make about how and where to allocate budgets for the year ahead.
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