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<channel><title>ed-brief</title><link>https://adam-peel.github.io/ed-brief/</link><description>Education news for a career-changer entering secondary history teaching in England, pre-ranked at ingest -- nothing on this feed is re-sorted or re-scored by your reader.</description><language>en-gb</language><lastBuildDate>Wed, 26 Aug 2026 11:52:32 +0000</lastBuildDate><ttl>360</ttl><atom:link href="https://adam-peel.github.io/ed-brief/feed.xml" rel="self" type="application/rss+xml" /><item><title>Ofsted to lead review on preventing drift to Neet</title><link>https://www.tes.com/magazine/news/general/ofsted-review-preventing-student-drift-neet</link><guid isPermaLink="true">https://www.tes.com/magazine/news/general/ofsted-review-preventing-student-drift-neet</guid><pubDate>Mon, 24 Aug 2026 11:37:03 +0000</pubDate><description><![CDATA[<p><strong>Why this matters:</strong> Ofsted review may shape pastoral duties but limited direct impact on history teaching</p><p>Inspection evidence from schools will help inform strategies for keeping 16- to 18-year-olds in education, training or employment</p><p><em>Worth a look &middot; score 5.0 &middot; LLM-ranked &middot; Tes</em></p>]]></description><category>ofsted</category><source url="https://www.tes.com/magazine/news/general/ofsted-review-preventing-student-drift-neet">Tes</source></item><item><title>Rees Centre evaluation helps shape national policy for care-experienced young people</title><link>https://www.education.ox.ac.uk/news/rees-centre-evaluation-helps-shape-national-policy-for-care-experienced-young-people/</link><guid isPermaLink="true">https://www.education.ox.ac.uk/news/rees-centre-evaluation-helps-shape-national-policy-for-care-experienced-young-people/</guid><pubDate>Tue, 04 Aug 2026 12:14:35 +0000</pubDate><description><![CDATA[<p><strong>Why this matters:</strong> Niche research shaping pupil premium policy, relevant to vulnerable pupils but not history-specific</p><p>Research undertaken by the Rees Centre in partnership with Cordis Bright is helping to inform national policy to improve educational support for care-experienced young people, with evidence that its evaluation of the Department for Education&#x27;s Pupil Premium Plus Post-16 programme has already influenced government policy and funding decisions.</p><p><em>Worth a look &middot; score 5.9 &middot; LLM-ranked &middot; Oxford Department of Education</em></p>]]></description><category>adaptive-teaching</category><category>sector-context</category><source url="https://www.education.ox.ac.uk/news/rees-centre-evaluation-helps-shape-national-policy-for-care-experienced-young-people/">Oxford Department of Education</source></item><item><title>Low school belonging linked to lower GCSE attainment</title><link>https://www.tes.com/magazine/news/secondary/low-school-belonging-linked-lower-gcse-attainment-dfe-research</link><guid isPermaLink="true">https://www.tes.com/magazine/news/secondary/low-school-belonging-linked-lower-gcse-attainment-dfe-research</guid><pubDate>Wed, 19 Aug 2026 11:14:53 +0000</pubDate><description><![CDATA[<p><strong>Why this matters:</strong> DfE belonging data links to GCSE outcomes, useful context on disadvantaged and SEND pupils</p><p>Girls, disadvantaged students and children with SEND report lower levels of school belonging, DfE study finds</p><p><em>Worth a look &middot; score 6.6 &middot; LLM-ranked &middot; Tes</em></p>]]></description><category>gcse-spec</category><category>send-and-inclusion</category><source url="https://www.tes.com/magazine/news/secondary/low-school-belonging-linked-lower-gcse-attainment-dfe-research">Tes</source></item><item><title>Exams expert calls for GCSE gender gap investigation</title><link>https://www.tes.com/magazine/news/general/call-for-inquiry-gender-gap-gcse-results</link><guid isPermaLink="true">https://www.tes.com/magazine/news/general/call-for-inquiry-gender-gap-gcse-results</guid><pubDate>Mon, 17 Aug 2026 16:30:49 +0000</pubDate><description><![CDATA[<p><strong>Why this matters:</strong> Niche assessment debate on gender gap, unlikely to surface outside specialist education press</p><p>Any inquiry into the gender divide in educational outcomes should confront the &#x27;unthinkable&#x27; prospect of &#x27;inherent&#x27; differences between girls and boys, says Professor Alan Smithers</p><p><em>Worth a look &middot; score 6.3 &middot; LLM-ranked &middot; Tes</em></p>]]></description><category>gcse-spec</category><source url="https://www.tes.com/magazine/news/general/call-for-inquiry-gender-gap-gcse-results">Tes</source></item><item><title>Supporting pupils and having high expectations 'not in conflict'</title><link>https://www.tes.com/magazine/news/general/supporting-pupils-and-having-high-expectations-not-conflict</link><guid isPermaLink="true">https://www.tes.com/magazine/news/general/supporting-pupils-and-having-high-expectations-not-conflict</guid><pubDate>Fri, 07 Aug 2026 11:48:04 +0000</pubDate><description><![CDATA[<p><strong>Why this matters:</strong> Pedagogical research on belonging and challenge relevant to teaching practice, easily missed study</p><p>Students&#x27; sense of belonging in school is strongest where teachers both support them and challenge them to &#x27;think hard and learn more&#x27;, according to new research</p><p><em>Worth a look &middot; score 5.7 &middot; LLM-ranked &middot; Tes</em></p>]]></description><source url="https://www.tes.com/magazine/news/general/supporting-pupils-and-having-high-expectations-not-conflict">Tes</source></item><item><title>DfE sets out £800m SEND teacher development contracts</title><link>https://www.tes.com/magazine/news/general/dfe-to-award-contracts-send-and-inclusion-teacher-cpd-training</link><guid isPermaLink="true">https://www.tes.com/magazine/news/general/dfe-to-award-contracts-send-and-inclusion-teacher-cpd-training</guid><pubDate>Wed, 19 Aug 2026 15:17:22 +0000</pubDate><description><![CDATA[<p><strong>Why this matters:</strong> National SEND CPD contracts could reshape training available but not history-specific</p><p>The government&#x27;s spending plans could include the creation of national SEND CPD programmes, with contracts expected to be awarded to providers next year</p><p><em>Worth a look &middot; score 5.4 &middot; LLM-ranked &middot; Tes</em></p>]]></description><category>send-and-inclusion</category><source url="https://www.tes.com/magazine/news/general/dfe-to-award-contracts-send-and-inclusion-teacher-cpd-training">Tes</source></item><item><title>Most teachers to pay less into their pension under new plans</title><link>https://www.tes.com/magazine/news/general/most-teachers-pay-less-their-pension-under-new-plans</link><guid isPermaLink="true">https://www.tes.com/magazine/news/general/most-teachers-pay-less-their-pension-under-new-plans</guid><pubDate>Fri, 07 Aug 2026 12:41:55 +0000</pubDate><description><![CDATA[<p><strong>Why this matters:</strong> Pension contribution cut affects take-home pay from day one but is mainstream news</p><p>DfE launches consultation on cutting employee contribution rates for the Teachers&#x27; Pension Scheme across most salary bands</p><p><em>Worth a look &middot; score 5.1 &middot; LLM-ranked &middot; Tes</em></p>]]></description><source url="https://www.tes.com/magazine/news/general/most-teachers-pay-less-their-pension-under-new-plans">Tes</source></item><item><title>Your Secondary CPD calendar Autumn 2026</title><link>https://www.history.org.uk/ha-news/categories/1040/news/3875/your-secondary-cpd-calendar-autumn-2026</link><guid isPermaLink="true">https://www.history.org.uk/ha-news/categories/1040/news/3875/your-secondary-cpd-calendar-autumn-2026</guid><pubDate>Sun, 23 Aug 2026 19:07:36 +0000</pubDate><description><![CDATA[<p><strong>Why this matters:</strong> Promotional CPD calendar with testimonial, no evidence of impact on teaching practice</p><p>&quot;CPD from the Historical Association is always high quality and provides expert guidance and support.&quot; At the HA we know how essential subject-specific CPD is for your development. That&#x27;s why, we offer a year-round programme of training that supports history teachers at all stages of their career, from trainees to...</p><p><em>Worth a look &middot; score 5.5 &middot; LLM-ranked &middot; Historical Association</em></p>]]></description><category>history-subject</category><source url="https://www.history.org.uk/ha-news/categories/1040/news/3875/your-secondary-cpd-calendar-autumn-2026">Historical Association</source></item><item><title>HA News, Spring 2026</title><link>https://www.history.org.uk/ha-news/resource/11455/ha-news-spring-2026</link><guid isPermaLink="true">https://www.history.org.uk/ha-news/resource/11455/ha-news-spring-2026</guid><pubDate>Sun, 23 Aug 2026 19:07:36 +0000</pubDate><description><![CDATA[<p><strong>Why this matters:</strong> Membership newsletter with conference trivia, no real change for teaching practice</p><p>Your membership magazine Welcome to the first fully digital edition of HA News . We have the final letter from current HA president Alexandra Walsham, and we introduce our new president James Daybell . With our annual conference in Newcastle Gateshead just around the corner we give our pick of 10 things to do and see in the area, including the Tyne bridges, the Angel of the North and the Vampire Rabbit! 2026 is the National Year of Reading and the HA is joining in to celebrate the power of the written word. This also flows into our Local History Month theme, looking at the importance of…</p><p><em>Worth a look &middot; score 5.0 &middot; LLM-ranked &middot; Historical Association</em></p>]]></description><source url="https://www.history.org.uk/ha-news/resource/11455/ha-news-spring-2026">Historical Association</source></item><item><title>Annual General Meeting 2026</title><link>https://www.history.org.uk/ha-news/news/4531/annual-general-meeting-2026</link><guid isPermaLink="true">https://www.history.org.uk/ha-news/news/4531/annual-general-meeting-2026</guid><pubDate>Sun, 23 Aug 2026 19:07:36 +0000</pubDate><description><![CDATA[<p><strong>Why this matters:</strong> Routine AGM notice with no practical impact on teaching or schools</p><p>This year&#x27;s AGM was held virtually on Tuesday 2 June at 6.30pm. Thank you for being a member of the Historical Association. Your membership is what enables the HA to continue supporting the teaching, learning and enjoyment of history at all levels, for generations to come. As part of our membership community...</p><p><em>Worth a look &middot; score 5.0 &middot; LLM-ranked &middot; Historical Association</em></p>]]></description><category>history-subject</category><source url="https://www.history.org.uk/ha-news/news/4531/annual-general-meeting-2026">Historical Association</source></item><item><title>Historical anniversaries calendar</title><link>https://www.history.org.uk/ha-news/resource/9676/historical-anniversaries-calendar</link><guid isPermaLink="true">https://www.history.org.uk/ha-news/resource/9676/historical-anniversaries-calendar</guid><pubDate>Sun, 23 Aug 2026 19:07:36 +0000</pubDate><description><![CDATA[<p><strong>Why this matters:</strong> Useful free anniversaries resource could aid lesson planning for history teachers</p><p>Calendar of historical anniversaries and significant dates 2026 Historical anniversaries can be a great way to get children and young people interested in a subject or to raise awareness about a particular issue. This resource is free to everyone . For access to hundreds of other high-quality history and education resources along with free or discounted CPD and membership of a thriving community of teachers and subject leaders, join the Historical Association today This calendar puts together just a selection of the key historical anniversaries coming up over the next 12 months to get you…</p><p><em>Worth a look &middot; score 5.0 &middot; LLM-ranked &middot; Historical Association</em></p>]]></description><category>history-subject</category><source url="https://www.history.org.uk/ha-news/resource/9676/historical-anniversaries-calendar">Historical Association</source></item><item><title>Compulsory GCSE resits in England harm teenagers' mental wellbeing, study finds</title><link>https://www.theguardian.com/education/2026/aug/19/gcse-resits-england-harm-teenagers-mental-wellbeing-ucl</link><guid isPermaLink="true">https://www.theguardian.com/education/2026/aug/19/gcse-resits-england-harm-teenagers-mental-wellbeing-ucl</guid><pubDate>Wed, 19 Aug 2026 18:34:59 +0000</pubDate><description><![CDATA[<p><img src="https://i.guim.co.uk/img/media/c1256eb9c79dfc707400041ecd2ef8ca3e222f10/107_0_1937_1551/master/1937.jpg?width=700&amp;quality=85&amp;auto=format&amp;fit=max&amp;s=97225519afd73d912a3ff50d9bacc80c" alt="" /></p><p><strong>Why this matters:</strong> UCL research on GCSE resit harm directly informs how to support struggling secondary pupils</p><p>UCL researchers warn repeated exam attempts may dent students&#x27; confidence and raise risk of dropping out Forcing teenagers who fail GCSEs into multiple resits has a negative impact on their mental health, according to research to be published as pupils receive their grades on Thursday. The study by academics at University College London (UCL) compared the mental wellbeing of students in England, Wales and Northern Ireland who failed to reach a grade 4 or equivalent in maths or English GCSEs – and found that only those in England, where resits are mandatory, showed significantly lower…</p><p><em>Worth a look &middot; score 7.6 &middot; LLM-ranked &middot; Guardian Schools</em></p>]]></description><category>gcse-spec</category><category>pupil-wellbeing</category><media:thumbnail url="https://i.guim.co.uk/img/media/c1256eb9c79dfc707400041ecd2ef8ca3e222f10/107_0_1937_1551/master/1937.jpg?width=700&amp;quality=85&amp;auto=format&amp;fit=max&amp;s=97225519afd73d912a3ff50d9bacc80c" /><source url="https://www.theguardian.com/education/2026/aug/19/gcse-resits-england-harm-teenagers-mental-wellbeing-ucl">Guardian Schools</source></item><item><title>Consistency, Consistency, Consistency: Articulating Ground Rules and Establishing Expectations in the Classroom</title><link>https://uonhistoryteachertraining.school.blog/2026/07/31/consistency-consistency-consistency-articulating-ground-rules-and-establishing-expectations-in-the-classroom/</link><guid isPermaLink="true">https://uonhistoryteachertraining.school.blog/2026/07/31/consistency-consistency-consistency-articulating-ground-rules-and-establishing-expectations-in-the-classroom/</guid><pubDate>Fri, 31 Jul 2026 09:30:11 +0000</pubDate><description><![CDATA[<p><img src="https://uonhistoryteachertraining.school.blog/wp-content/uploads/2026/07/pexels-photo-3877563-edited.jpeg" alt="" /></p><p><strong>Why this matters:</strong> Specific practitioner account on behaviour consistency, directly relevant to trainee history teachers</p><p>Every year my main message when teaching beginning teachers about behaviour management is CONSISTENCY. This week, I&#x27;ve been dropping my child off at a holiday club being held at their primary school. I&#x27;ve been struck by how the parents of the pupils who usually attend the school have abided by the usual school rules about … Continue reading Consistency, Consistency, Consistency: Articulating Ground Rules and Establishing Expectations in the Classroom →</p><p><em>Worth a look &middot; score 6.3 &middot; LLM-ranked &middot; Becoming a History Teacher (Nottingham)</em></p>]]></description><category>behaviour-management</category><media:thumbnail url="https://uonhistoryteachertraining.school.blog/wp-content/uploads/2026/07/pexels-photo-3877563-edited.jpeg" /><source url="https://uonhistoryteachertraining.school.blog/2026/07/31/consistency-consistency-consistency-articulating-ground-rules-and-establishing-expectations-in-the-classroom/">Becoming a History Teacher (Nottingham)</source></item><item><title>Remembering Slavery: Reflections from the PASSAGE project</title><link>https://www.nationalarchives.gov.uk/professional-guidance-and-services/our-research-and-academic-collaboration/our-research-projects/research-projects/remembering-slavery-reflections-from-the-passage-project/?utm_source=feed-all&amp;utm_medium=rss</link><guid isPermaLink="true">https://www.nationalarchives.gov.uk/professional-guidance-and-services/our-research-and-academic-collaboration/our-research-projects/research-projects/remembering-slavery-reflections-from-the-passage-project/?utm_source=feed-all&amp;utm_medium=rss</guid><pubDate>Fri, 21 Aug 2026 09:00:00 +0000</pubDate><description><![CDATA[<p><img src="https://www.nationalarchives.gov.uk/media/images/T_71_510.2e16d0ba.fill-600x400.format-jpeg.jpegquality-60.bgcolor-fff.jpg" alt="" /></p><p><strong>Why this matters:</strong> Slavery history reflections tie directly to GCSE Empire content and evidence-construction</p><p>In this blog post, the PASSAGE team reflect on some of the histories of enslavement that have surfaced through their research.</p><p><em>Worth a look &middot; score 6.1 &middot; LLM-ranked &middot; The National Archives Blog</em></p>]]></description><media:thumbnail url="https://www.nationalarchives.gov.uk/media/images/T_71_510.2e16d0ba.fill-600x400.format-jpeg.jpegquality-60.bgcolor-fff.jpg" /><source url="https://www.nationalarchives.gov.uk/professional-guidance-and-services/our-research-and-academic-collaboration/our-research-projects/research-projects/remembering-slavery-reflections-from-the-passage-project/?utm_source=feed-all&amp;utm_medium=rss">The National Archives Blog</source></item><item><title>"You say it best, when you say nothing at all": Resisting the pressure to comment beyond your expertise</title><link>https://uonhistoryteachertraining.school.blog/2026/08/17/you-say-it-best-when-you-say-nothing-at-all-resisting-the-pressure-to-comment-beyond-your-expertise/</link><guid isPermaLink="true">https://uonhistoryteachertraining.school.blog/2026/08/17/you-say-it-best-when-you-say-nothing-at-all-resisting-the-pressure-to-comment-beyond-your-expertise/</guid><pubDate>Mon, 17 Aug 2026 15:53:15 +0000</pubDate><description><![CDATA[<p><img src="https://uonhistoryteachertraining.school.blog/wp-content/uploads/2026/08/pexels-photo-5993301-edited.jpeg" alt="" /></p><p><strong>Why this matters:</strong> Reflective advice on professional restraint is genuinely useful but easy to miss</p><p>It seems to me that whenever a major event occurs, a controversy erupts, or a cause gains public attention, there is increasingly an assumption that you should immediately take a position on the issue and share your opinion. Silence is viewed suspiciously, and interpreted varyingly as indifference, cowardice, complicity, or even opposition. In an age … Continue reading &quot;You say it best, when you say nothing at all&quot;: Resisting the pressure to comment beyond your expertise →</p><p><em>Worth a look &middot; score 5.8 &middot; LLM-ranked &middot; Becoming a History Teacher (Nottingham)</em></p>]]></description><media:thumbnail url="https://uonhistoryteachertraining.school.blog/wp-content/uploads/2026/08/pexels-photo-5993301-edited.jpeg" /><source url="https://uonhistoryteachertraining.school.blog/2026/08/17/you-say-it-best-when-you-say-nothing-at-all-resisting-the-pressure-to-comment-beyond-your-expertise/">Becoming a History Teacher (Nottingham)</source></item><item><title>Uncovering precious medieval silk seal bags in our collection</title><link>https://www.nationalarchives.gov.uk/professional-guidance-and-services/our-research-and-academic-collaboration/our-research-projects/research-projects/uncovering-medieval-silk-seal-bags/?utm_source=feed-all&amp;utm_medium=rss</link><guid isPermaLink="true">https://www.nationalarchives.gov.uk/professional-guidance-and-services/our-research-and-academic-collaboration/our-research-projects/research-projects/uncovering-medieval-silk-seal-bags/?utm_source=feed-all&amp;utm_medium=rss</guid><pubDate>Fri, 07 Aug 2026 15:07:00 +0000</pubDate><description><![CDATA[<p><img src="https://www.nationalarchives.gov.uk/media/images/Fig_4.2e16d0ba.fill-600x400.format-jpeg.jpegquality-60.bgcolor-fff.jpg" alt="" /></p><p><strong>Why this matters:</strong> New medieval seal-bag research shows conservation methodology and fresh discovery</p><p>Marc Vermeulen shares new discoveries made during a research project into medieval silk seal bags, highlighting the richness and diversity of the collection.</p><p><em>Worth a look &middot; score 5.6 &middot; LLM-ranked &middot; The National Archives Blog</em></p>]]></description><media:thumbnail url="https://www.nationalarchives.gov.uk/media/images/Fig_4.2e16d0ba.fill-600x400.format-jpeg.jpegquality-60.bgcolor-fff.jpg" /><source url="https://www.nationalarchives.gov.uk/professional-guidance-and-services/our-research-and-academic-collaboration/our-research-projects/research-projects/uncovering-medieval-silk-seal-bags/?utm_source=feed-all&amp;utm_medium=rss">The National Archives Blog</source></item></channel>
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