8th April 2016 at 01:00

Many pupils ‘miss out on creativity’

Working-class pupils are often denied the chance to experiment with creativity and self-expression in English lessons, an academic has concluded.

Andrew McCallum, from the English and Media Centre educational charity in London, worked with 12 teachers at two secondary schools to examine the way that creativity and language were used in English lessons.

He found that lessons experimenting with creativity, self-expression and imagination were rarely taught in schools with large numbers of disadvantaged pupils. This meant that they had little experience of being creative.

Autistic children ‘fear moving school’

The transition from primary to secondary school is often a difficult time for pupils. But for children with Asperger syndrome or high-functioning autism all the usual fears can be exacerbated, a new study claims.

Rachel Peters and Rob Brooks, from Leeds Beckett University, questioned 17 parents of children on the autistic spectrum. They found that pupils’ attitudes to starting secondary school were influenced by their levels of anxiety and whether or not they had previously been bullied at school.

Their level of fear were also linked to the amount of support they had received at school.

Social class linked to literacy teaching

Reading intervention programmes should move away from viewing pupils as the problem, and instead question whether the structure of literacy education is, in fact, the issue, a new paper says.

Loh Chin Ee, of Nanyang Technological University in Singapore, examined interventions in two Singapore schools: a selective boys’ school and a co-ed government school. The two taught literacy very differently, with the selective school making more use of the library. She argues that interventions can only be effective when they take into consideration the role played by social class.


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