Changing behaviour is hard, even when it’s life or death. Patients undergoing heart bypasses risk another bypass – or death – unless they change how they eat and exercise. However, just one patient in ten is behaving differently two years after the operation (Deutschman, 2005), because much of our behaviour – at least 40% (Wood, Quinn and Kashy, 2002) – is habitual: our breakfast, commute and start of the work day may not change for years. The elusiveness of change is therefore “not surprising”; programmes may:
successfully educate and motivate people, especially in the short run. However, when push comes to shove, they often fail at changing actual behaviors and long-term health habits (Wood and Neal, 2016).”
We know we should eat better, exercise more and so on; we do, at least briefly. But old habits reassert themselves. For students, sustaining success requires habits …
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What does a ‘knowledge-rich curriculum’ mean in practice? That’s the question EEF senior associate Alex Quigley explores here…
A New Year’s Prediction: 2019 will be The Year of Curriculum.
Prompted by forthcoming changes to the inspection framework and recent reforms to SATs and GCSEs, many schools will be about to begin, or already are in the midst of, curriculum reviews.
If you are considering your curriculum, you are likely questioning if your curriculum is ‘knowledge rich’, a phrase that has become almost ubiquitous, and on which interesting perspectives abound (eg, from brilliant bloggers Tom Sherrington and Clare Sealy).
In my view, reaching a consensus on what it means to be ‘knowledge rich’ is important. Without a clear definition, the risk of confusion and misunderstanding is high, and a …
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By John Roberts, TES
There is an increasing focus on schools developing a strong key stage 3 curriculum that is being driven by GCSE reforms and Ofsted, according to a high-profile academy trust director.
Hywel Jones, who has just been appointed as a deputy director of education of Astrea Academies, says that more schools are investing time in developing what they teach pupils in the early stages of secondary school.
And Mr Jones, who has joined Astrea from Inspiration Trust, where he was primary director, has said that multi-academy trusts are well placed to develop “a sequenced curriculum…
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