It is totally true that "it was different when we were at school". Especially when you consider the new GCSE structure due to start this summer. Following on from the positive response of the interview styled blog, I've switched the power into the hands of parents to dispel some of the most common myths about 1:1 support.
There is rising pressure on toy manufacturers to make their playthings gender neutral so that girls don't only play with dolls and pink stuff and boys don't just wrestle with guns and non-pink stuff. Let toys be toys they say and let's treat children the same. That's all well and good except when it comes to education. More and more research shows that boys and girls learn differently and to monopolise on that, they can benefit by being taught separately.
Baroness Warsi has switched sides from leave to remain, proving that with four days to go until the referendum, not everyone is decided. The latest polls suggest remain is pulling back into the lead but a poll is pure speculation and the fact is there's still everything to play for. Bookies have slashed the price of remaining - a much stronger tell.
Are there words that strike fear into a teacher more than "Ofsted is visiting"? Cue sleepless nights producing a week's worth of lesson plans, a rainforest's worth of admin and cross your fingers that little Jonny who fires paper planes from the back of the class, is off with a cold. Then of course, careers hang in the balance and self-esteem is shot if the inspector that sat in your class for half an hour deems your teaching to be unsatisfactory.
I would never try to dissuade anyone with a real interest in the subject from studying visual arts at BA level; it's hugely worthwhile and a thriving undergraduate scene is the lifeblood of the industry. What I would say, though, is that if you have a passion for art and design, but you also have interests and ambitions elsewhere, then don't be afraid to follow those other interests; you might be surprised at how those they come to drive your eventual artistic practice.
Dyslexia is characterised by difficultly reading, phonological (auditory) encoding problems, poor processing speed and the inability to use language skills effectively. It's also a reading disorder. Recent Professors from Durham and Yale University have suggested that Dyslexia is a Myth, that dyslexia should be abandoned as it lacks scientific clarity and educational value.
There has been a lot of press coverage recently for independent school Heads speaking out against private tutors. The language is coded in terms of an industry of hangers-on, opportunists, as if tutoring firms were simply taking advantage of middle-class foibles, creating extra work, distraction and pressure for their pupils.