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Monthly Archives: May 2016

  • Why students don’t do their homework!

    Fact #1 The homework is time consuming.
    In a study of over 7000 students (average age of 13), questionnaires revealed that when more than 60 minutes of homework is provided, students resisted. In addition, based on standardised tests, more than 60 minutes of homework, did not significantly impact test scores.

    Fact #2 The value of homework is misunderstood
    Students erroneously believe that homework only has academic value. In a study of 25 teachers, interviews showed that teachers’ use of homework extended beyond the traditional practice of academic content. For example, 75% of these teachers report homework as an effective tool (to measure learning motivation, confidence, and ability to take responsibility).

    sweet little female latin child studying on desk lasking for help in stress with a tired face expression in children education and back to school concept isolated on white background


    Fact #3 The assignment is a one-size fits all.

    In a study of 112 chemistry students, the learners report interest in different types of homework. For example, 62% of students are satisfied with online assignments, whereas, 41% are satisfied with traditional paper assignments.


    Fact #4 The homework is not built into classroom assessments. 

    Students want their homework to prepare them for assessments. When surveyed, 85% of students report they would complete more homework if the material was used on tests and quizzes. By being able to see that they're actually making progress from completing their homework it gives them more of an incentive to complete it!

    teacher helping student with work


    TEACHER TIP: Provide your student with feedback.

    Acknowledging homework attempts matter. A survey of 1000 students shows that learners want recognition for attempting and completing homework (versus just getting the homework correct).

    Also, students desire praise for their homework effort. In a study of 180 undergraduate students, almost half of the learners agreed that teacher recognition of ‘doing a good job’ was important to them.


    So what does keep students engaged?

    On top of all this it’s no surprise that students find it more engaging to revise and complete tasks through the use of technology and educational apps rather than the usual textbooks and the information crammed revision booklets.

    Our very own apps have proven to produce better results for students and improve overall class engagement and interaction so why not try them for FREE now!

    You can see more of what our apps have to offer here:


  • What will it mean to be an academy school?

    What is an academy?

    Academies are independent, state-funded schools, which receive their funding directly from central government, rather than through a local authority.  The day-to-day running of the school is with the head teacher or principal, but they are overseen by individual charitable bodies called academy trusts and may be part of an academy chain.


    How many academies are there?

    Currently, 2,075 out of 3,381 secondary schools are academies, while 2,440 of 16,766 primary schools have academy status.  The number grew dramatically under the coalition government back in May 2010 and is predicted to increase again.


    What are the benefits of academy status?

    • The government argues academies drive up standards by putting more power in the hands of head teachers over pay, length of the school day and term times.
    • They have more freedom to innovate and can opt out of the national curriculum.
    • They have been shown to improve twice as fast as other state schools. However, others dispute that.

    academy protest


    Who oversees academies?

    Academies, like all schools, are inspected by Ofsted, but because of changes to the inspection regime, those classed outstanding are no longer routinely inspected. Regional School Commissioners were introduced in 2014 to approve academy conversions and monitor standards at academies and free schools in their areas.

    There are eight regional commissioners, who each work with a small board of head teachers. They cover quite a large geographical area and act on behalf of the Secretary of State for Education. For example, 25 local authority areas are covered by the Regional School Commissioner for Lancashire and West Yorkshire.

    If all schools become academies, it will mean each regional commissioner over-seeing thousands of them.


    How about the rest of the UK?

    The plans will not apply to Scotland, Wales and Northern Ireland, where education policy is devolved, and where academies do not exist.

    In Wales, school governing bodies set their own start and finish times - although local authorities can override them.

    In Northern Ireland, the law states that the school day must be at least three hours for pupils under eight, and four and a half hours for pupils over eight.

    In Scotland, education authorities set hours, but the school week is commonly 25 hours for primary schools and 27.5 hours for secondary schools. Scottish councils were banned from cutting the length of the school day to save money in December.




    What are your thoughts on schools becoming academies? Do you support it or are you against it? Leave a comment below!


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  • Williams joins the Daydream team!

    Joseph Williams, aged 18, from Bridgend, is one of the first people to sign up to ACT’s new Digital Marketing Apprenticeship.

    Digital Marketing Apprentice Joseph works at Daydream Education and is responsible for the business’s social media accounts and has an important role in developing and delivering online marketing campaigns.

    Commenting on his new position, Joseph said: “I am so grateful to ACT Training and Daydream Education for this amazing opportunity. It has been a fantastic foot in the door for me and has been a great way to combine my personal and professional interest in social media.”

    He continued: “When I left school I was a bit stuck and when it came to the summer I just didn’t know what I was going to do. I found it impossible to get any job, let alone a job in digital marketing. Everyone wanted someone with experience, which is something that I just didn’t have. That is when I came across ACT Training. To know that my story is inspiring thousands of young people across the nation really is the best feeling in the world.”


    Like many school and college leavers, Joseph struggled to secure a job or get his feet on the career ladder without any work experience. To address this issue, Joseph completed a Traineeship programme with ACT Training which consisted of intense employability training combined with a work placement at Daydream Education. Joseph hit the ground running with his work placement, so much so he was offered the Apprenticeship within three months.

    Wes Paetel, Operations Director at Daydream Education said: “Joseph joined us through a Traineeship and we quickly understood that he had a real desire to learn more about the business and get involved with various tasks. We realised we couldn’t let the Traineeship end without retaining Joseph so we created a role and offered him a position as a digital marketing assistant which ties in perfectly with ACT’s new Apprenticeship. Joseph has thrown himself into the role and is making a real difference. He is regularly involved with the development of our digital strategy and we’re really pleased he has decided to join us on a permanent basis.”

    Joseph said: “Work experience is essential when it comes to getting a job and ACT Training provides you with that work-based experience and they help you every step of the way. From the initial sign up all the way through to the placement and onto the Apprenticeship, ACT Training has supported me and encouraged me to get to where I am today – there is also the obvious advantage of getting paid whilst learning. However, money isn't everything and I'd like to think that my success and local fame won't change me as a person.”

    Andrew Cooksley, Managing Director at ACT Training said: “We are delighted to be offering the Digital Marketing Apprenticeship. Not only does it provide an exciting opportunity to young talented people like Joseph, but it also helps creative businesses who are in a rapidly-developing sector to fill their skills gap.”

    The new Digital Marketing Apprenticeship was launched in February by ACT Training, Wales’ leading training provider, and there are already 16 Apprentices on programme.

    The full article can be read here

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