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for Christians working in education

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Items relating to the work of schools and colleges, including resources and training opportunities.

Lesson plans for pupils to survive a terror attack.

Counter-terror experts say pupils should respond to terror attacks 'like a fire drill' 


Advice for pupils on how to survive terrorist gun and knife attacks is to be made available to schools across the country for the first time.

The lesson plans for key stage 3 and 4 pupils have been produced by the National Counter Terrorism Security Office (NaCTSO) and the PSHE Association, and are backed by the Department for Education.

The materials are an extension of the government’s Run, Hide, Tell campaign and address the threat of terrorist attacks in crowded places.

They are based around a six-minute film called Run, Hide, Tell - The Story Of Nur, Edih and Llet. The film follows the story of three young people reflecting on how they managed to survive an attack on a shopping centre. 

Read more.

Financial education resource sent to schools.

He’s the money guru who has helped millions of people save cash and improve their spending habits, but Martin Lewis has a new mission – to provide a quality financial education for the next generation of school kids.

For the founder has teamed up with leading financial education charity Young Money to send over half a million textbooks to UK schools. It is understood that Lewis is personally funding the initiative to the tune of £200,000.

As part of the initiative, Young Money will be producing a dynamic new curriculum mapped textbook providing free financial education resources to all state English secondary schools in 2018 - 2019.

The textbook will include guidance on issues such as saving and spending, borrowing, good and bad debt, risks and rewards, insurance, investments and future planning around student loans, tax and National Insurance.

Read more.

Head Teachers demand more money.

Head teachers representing more than 5,000 schools across England are supporting a protest letter to the chancellor over "inadequate" funding.

The letter, being delivered to Downing Street, warns of schools increasingly having to make "desperate requests to parents for 'voluntary' donations".

Heads are calling for an extra £1.7bn per year for schools.

The government has already moved £1.3bn of education funding directly into school budgets.

The protest, ahead of next week's Budget, has been organised by regional groups of head teachers representing schools with 3.5 million pupils in 25 local authorities from Cornwall to Cumbria.


It follows a letter warning about funding cuts, sent to the parents of more than 2.5 million pupils in September.

Read more.

Investment needed in staff for maths mastery to be achieved.

The best way to make maths mastery effective is not to waste money on pre-packaged schemes, but to focus on improving access to quality professional development for those who have to teach it, says one primary maths lead

At its best, maths mastery teaching can be transformative. The children we teach in this way develop a deep, meaningful understanding of maths, a sense of wonder about numbers, and a secure confidence in their own abilities – why wouldn’t we want that for our classes? Headteachers certainly want it – not least because, when done well, mastery teaching leads to accelerated progress.


There’s a problem, though: mastery teaching is hard. To completely transform your maths teaching from the traditional three-part lesson to an enquiry based, child-led journey to understanding is a massive pedagogical shift that involves change at every stage of the teaching and learning process.

Primary teachers around the country can see the benefits of mastery teaching, but they’re desperate for support with delivering it in their own classrooms. And so educational publishers, responding to the needs of teachers, have developed schemes that promise a mastery approach – including planning, textbooks and assessments – all in one handy package. These schemes offer teachers a "pick up and teach" solution to mastery. Sounds too good to be true, right? Well, it might be.

Read more.

Is Paddington a migrant or refugee?

Is Paddington a migrant? A refugee? What is the difference between the two? Does it matter?

These questions are being debated in the classroom, with Paddington acting as a cute, furry Trojan bear in order to introduce children to issues surrounding refugees and immigration.

Kiri Tunks is vice president of the National Union of Teachers and teaches a Global Perspectives class at her school in Tower Hamlets. She has enlisted Paddington for the subject.

Read more.

Businesses in London to tackle literacy crisis.

Businesses come together in London to tackle the UK's literacy crisis

Last night, business leaders gathered in London to show commitment to tackling the UK’s growing literacy and social mobility crisis by signing the Vision for Literacy Business Pledge 2018.

UK companies, like Costa and Penguin Random House, attended the annual Pledge seminar - supported by education secretary, Justine Greening.

In the following year, the Pledge is to focus on closing the early years attainment gap to give all children the best possible start. So far, 54 businesses have pledged support.

Greening said: “I want to make sure that everyone has the same opportunity to reach their potential, regardless of where they are growing up or their background

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Will reducing workload retain teachers?

It seems almost impossible at present to discuss any aspect of the teaching profession without the topic of workload being raised – and rightly so. The latest Department for Education workload survey found that classroom teachers and middle leaders work 54.4 hours a week on average, with senior leaders averaging 60 hours, and workload is widely recognised as the major cause of teachers leaving their roles.

In her Caroline Benn memorial lecture last week, Dr Rebecca Allen, director of Education Datalab, looked at how a number of factors – including approaches to accountability and a culture of “keeping up with the Joneses” – may have contributed to substantial increases of teacher workload. 

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Data analysis on Free Schools.

The Education Policy Institute (EPI) has published a new report analysing the latest data on Free Schools to understand and assess the impact that the programme is having within the education system

Free Schools in England is the most detailed, independent, assessment yet of this new and much debated reform of the school system. The analysis uses the latest data on free schools to assess the impact of the programme on several measures, including pupil performance, inspection outcomes, popularity with parents, composition of pupils from different backgrounds and the extent to which the schools are addressing shortages of school capacity and high quality places.

Some of the key points made in the report are as follows:

  • In spite of the growth of the programme since 2011, two thirds of areas in England are not within a reasonable distance of either a primary or secondary free school.
  • Free schools are helping to meet the need for new school places – and growth has been higher in areas of ‘basic need’.
  • However, the programme has been ineffective in targeting areas of low school quality – indeed free school places are more likely to be found in areas of high performance (such as London) than in the areas of low school performance (such as the North East). Some of this is, however, explained by the need for new places in London to address population growth.

Read more.

Hebron School India Vacancy.

Hebron School Short Term Teaching Opportunity in India



Hebron School is a Christian co-educational residential school founded in 1899.  There are 360 students of nearly 30 nationalities studying from Preschool (for staff pre-schoolers) right through to IGCSE and 'A' Level examinations.


Hebron School is located on two attractive campuses in the beautiful Nilgiri Hills of south India - home to a diverse multi-cultural community.  More than half the teaching staff are from other countries around the world representing the UK, Australia, NZ, the USA,  Kenya, South Korea & several countries of Europe and South America.  Hebron is a lively, busy community in which gifts and talents of staff have ample opportunity for expression and development. 


As a boarding school the residential care provided at Hebron is personal and endeavours to create a home away from home.  The school provides remuneration at local Indian rates, as well as full board and accommodation for resident staff. Staff at Hebron School have a high degree of job satisfaction and a strong appreciation for the School's aims and purpose


Requirements: We are looking for staff to come who have a sense of Christian calling and service. 


International Guests are usually referred to as IGs. For people of all ages (school leavers, those just finished university,  those wanting a career break and retirees) with a willingness to visit the school for six months or one year at a time to help in a voluntary capacity in various aspects of school life.


Teaching staff for Geography, Computer Services and Technical Support specialist, History, Science, Biology, Chemistry ,Modern languages, Special needs, EAL/ESL, Physical Education, Music(Brass) , Outdoor Education and Junior School


Applicants should have the following skills, qualifications and attributes:

  • Highly committed, practising Christians
    • Relevant degree plus education degree/diploma.
    • Preferably prior experience of A level / IGCSE or comparable curriculum
    • Be willing to participate fully in the life of a busy boarding school.
  • Fluent in English

Residential staff should be willing to do duty outside working hours, including dorm parenting or dorm support


Note:- Positions listed above are accurate as per the time of printing. Applicants interested in other subjects please check the website for latest vacancies.


Please contact the Human Resources Secretary (Ian A McCabe) for further details.

Email:                      Web:

Phone: (+91) 423 2225820                      Fax: (+91) 423 2441295

Workload increasing for Independent school staff.

Independent school staff are having to give up an increasing amount of their free time to manage heavy workloads, and to deal with queries from parents, according to a survey by the National Education Union (NEU).

The survey of over 1,000 teachers and leaders in independent schools found 70% (69.1%) said their workload has increased over the past year.

Almost a third (29.2%) said that they are expected to respond immediately when they are contacted by a parent out of school.

Forty-five per cent of respondents said their school does not have a policy in place to deal with parental contact out-of-hours, meaning that many are expected to respond to emails and texts from parents during evenings and weekends.

Read more.


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