Lessons from modern languages can reboot Latin learning
07 April 2022A new guide calls for a broader approach to teaching Latin, one that draws on modern languages education, involving speaking, music and storytelling.
A new guide calls for a broader approach to teaching Latin, one that draws on modern languages education, involving speaking, music and storytelling.
Analysis of a results-based-financing programme for education aid in Ethiopia finds that multiple aspects of the arrangement were unfit for purpose from the start and could undermine education reforms.
NRICH spent the last two years in emergency rescue mode, helping learners in lockdown. Its online resources attracted over a million page views per week. Now celebrating their 25th anniversary, the NRICH team is more determined than ever to nurture our next-generation problem solvers.
The tiny minority of state-educated students who take Ancient History at GCSE worry that the subject’s exclusive reputation will brand them ‘elitist’ in the eyes of friends and relatives, research suggests.
The most successful computer ever to come out of the UK celebrates its tenth anniversary this year.
An increase in secondary school pupils learning Arabic, Mandarin, French or Spanish could boost the UK economy by billions of pounds over 30 years, according to new research. The study warns that the ongoing decline in language learning in UK schools is undermining the country's ability to compete internationally.
Students who study Virgil’s Aeneid at school find it significantly more engaging than other ‘high-prestige’ literature, even though they only learn tiny fragments of the text, research suggests.
Interviews with teachers at the forefront of international efforts to improve girls’ education reveal that many have taken on humanitarian roles, as well as working as educators, during the COVID-19 crisis.
The evidence that convinced the international community that putting disadvantaged children first creates education systems that work for everyone.
Play-based learning may also have a more positive effect on younger children’s acquisition of important early maths skills compared with traditional, direct instruction.