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The article focuses on assessment that a school conducts which is at risk of unconscious bias. Topics include reports that concerns around how unconscious bias impact marking have no doubt always existed in education, but the issue has perhaps been a more abstract, theoretical one and when it was announced that teacher-assessed grades (TAGs) would be used for the 2020-2021 academic year, it put the issue of unconscious bias in the full glare of the spotlight.

The article informs that next academic year is expected to be the usual sights and sounds of working in education after a past year filled with disruptions due to Covid-19 pandemic. Topics discussed include promotion of Back to School campaign by the Department for Education (DfE), commitment of DfE to ensure children suffer no disruption to their education and positivity of being back in the classroom.

Recommends alternatives for structuring school years in Great Britain. Challenge of finding a system that will ease the pressure on teachers and fit in with modern family life; Overview of the rhythm of life; Difficulty of planning in uneven terms; Learning loss experienced by students during the summer break; Alternatives for five- and six-term years.

The article reports that in the 2020-21 academic year, several million students were recorded as being eligible for some form of pupil premium funding in the Great Britain including suggest that every single one of these students disengaged, low-attaining and lack in parental support is inaccurate.

The article highlights some of the reasons for teachers to be cheerful about the fresh academic year. The reasons include behind the most idyllic of holiday shots lies sniping and bored children and endless acres of time to fill in a way that doesn't require remortgaging the house, catching up with colleagues and there's no feeling quite like being part of the fabric of a school; seeing siblings of students come through.

The article presents information on school holiday differences between and within the countries that make up Great Britain. The author notes that traditional harvesting patterns still influence school holidays in the 21st century, and they are further complicated by the changing date of Easter and planned Bank Holidays. The Local Government Association (LEA) is working with teachers' unions, local authorities, and tourism representatives in an attempt to standardize the school calendar. INSETS: Break away from the rest;Who gets what in the summer.

The author discusses the August to September transition in the education field in Great Britain. Topics covered include teachers who cling to a carefree holiday mind set until the 23rd hour, organized teachers who prepare for the incoming school year, and their common dread of facing the public's education demands. Also noted is the needed mental transformation to becoming a responsible teacher by September.

The article focuses on the little term-date anomalities for teachers by the end of the dizzying period or the summer term in Great Britain.

A personal narrative is presented in which the author describes his experience of an emotional rollercoaster during the final days day of school term while teaching about behaviour management.

This article discusses behavior management among teachers and other school personnel in September, referred to as a honeymoon period, and continuing throughout the school year.

The author reflects on the joy and sadness associated with the end of an academic year as a teacher. Topics discussed include the thought of missing the students, her training in moving on as an actor, her relationship with her adult learners and how she bids farewell to her young students at college.

The author reflects on the joys and grief associated with the end of a school year in Great Britain. Topics discussed include the end of a school year as a time for celebration and joy, a time of sadness, a time of remembrance, and a time of final farewells, and saying goodbye as also a tough experience for teachers.

The article offers the author's view on the 2017 academic year in Great Britain. The author states the characters that will be remembered including the comedians, rebels, and the gangsters. The author cites remembering the academic year in the years to come. The author mentions that the college experience is primarily at the mercy of the students.

The article presents the questions asked by teachers at the end of the school year in Great Britain. These include remembering the password of the website that set mathematics homework in six weeks time. It cites the staff and student accounts that needs to be deleted. It mentions the type of computing curriculum that have gone well in 2017.

In this article, the author offers suggestions on the maintenance of persona by teachers in classrooms, as of May 2014. Suggestions include investment of time in learning the names of students at the beginning of academic year, being a teacher who challenges, pick up litter, ask students to tidy their appearance and make students hold the door open and get out of the way for the canteen staff and being involved with the students outside the classroom.

The article discusses the benefits of using thumbnail sketches drawn by students at the beginning of the school year as a way for teachers to better understand their students. It addresses methods of creating a One-Page-Profile to compile students' interests and needs, the adoption of students profiles in countries such as Canada and Australia, and the increasing popularity of person-centred planning in education.

The article provides predictions for teachers for the 2012-2013 school year in Great Britain, particularly focusing on changes in educational policy. It addresses the relationship between the British government and schools, and breaks down reforms by season. Academic changes include reform of the General Certificate of Secondary Education (GCSE) test in autumn 2012, likely growth in the number of academy federations in spring 2013, and the pilot of the key stage 2 English test in summer 2013.

The article offers educational news briefs across Great Britain. The Northern Ireland Executive failed to agree on proposals from the education minister Catriona Ruane to phase out academic selection. Local authorities in Merseyside, England have consulted on standardising the school year with plans to include removing the school holidays over Easter. Each primary teacher in Wales will receive training to teach high-quality well-being and physical education lessons as part of its curriculum.

In this article the author offers advice to the thousands of newly qualified teachers beginning the new school year, 2006-07, in Great Britain. He advises them to set realistic goals for themselves and not to become concerned with schools and teaching to the exclusion of everything else. He suggests that they observe the methods used by seasoned teachers and take courses outside of school to supplement their knowledge and skills.

This article surveys developments likely to occur in the 2006-07 school year in Great Britain. The year will see the foundation of the first 47 trust schools, that is autonomously run institutions supported by the state, and the appointment of Sir Bruce Liddington as schools commissioner. The piece also examines what may be new for teachers in the year and possible changes to the curriculum. INSET: 2006-07: What's coming up.

The article reflects on the abrasive atmosphere in the teachers' forums when half-term of the school year nears. Bill Hicks, editor of this journal's website, wonders if an online punch-up is the best way to come off the heat in the forums of teachers. The author hopes that the few days of holidays will restore some calm to their battered discussion boards.

Recalls an experience of attending the first day of the new school year. Impact of the Christmas holiday vacations on the teaching staff and students; Permission given by the management for students to wear casual clothes; Performance of the traditional Christmas pantomime "Lemony Scarlett and a Series of Unfortunate Events."

The author reflects on the impact of changes made in 2014-15 academic year in Great Britain which include introduction of a national curriculum on teachers. He cites the YouGov survey which found that teachers did not liked new curriculum due to their dislike for the content they will teach and its effect on their teaching practice. He states that teachers want freedom to experiment and innovate so they should not be considered as obstacle to educational reform.

The article presents the author's opinion on difficulties with the start of the British school year, which include construction work at schools, technical challenges, and problems with plumbing.

Several letters to the editor are presented in response to the articles "here the walls are closing in on playtime" and "Dubious scientific claims go under the microscope" in the July 25, 2014 issue, and presents answer to a question related to easiest part the academic year of the summer term.

The article presents letters to the editor are presented in response to articles in the April-May 2014 issues on the topics including reception teaching by Jo Brighouse, grade inflation by Ed Dorrell and spelling reform by Masha Bell and statistics related to an answer on three-term academic year.

The author discusses the psychological aspects associated with going back to school in the fall, commenting on the pace at which humans fall back into a familiar routine, a young boy in the author's class who wishes to be out of school, and time management in education.

The author discusses his experience with a class of 11-year-old students demonstrating a collective outpouring of emotion at the end of the school year, drawing humorous comparisons to the Dancing Plague of 1518 in Strasbourg, France and exploring the psychological aspects of leaving school.

The author discusses the physical and mental exhaustion associated with the end of the school year felt by both students and teachers, commenting on the overloaded schedules created by a combination of school sports finals, exit examinations, and artistic performances.

The author presents a negative opinion of individuals who believe that school holidays should be shortened, commenting on the job stress for teachers during the school year, popular ideas that school holidays contribute to juvenile delinquency, and the education of low-income students.

The article presents charts depicting information about school summer holidays around the world including the total number of days spent teaching in primary schools, the length of primary school summer holidays in Europe, and the U.S. summer vacation system.

The author reflects on his emotional state after the school year ends, particularly focusing on pupil reports and his increasing apathy throughout the school term.

The article discusses the Global Wallplanner resource, available in the May 5, 2012 issue, which features important dates for 2012-2013 school year, such as World Water Day, Refugee Week and religious festivals in Great Britain.

The article offers the author's insight on the anxieties of teachers before the start of the school days. The author states that the teachers consider May as their worst month prior to the school year because in such time they are burdened with hectic schedules preparing for their students' examinations. She comments that the tiresome preparation of the revision guides deprives the teachers of their pleasures in life and that its administration to unprepared students is pointless.

The article reports on the benefits of the new university run scheme for potential teachers in Great Britain. According to the article, those teachers will have the chance to see a modern classroom before deciding whether they will pursue the profession or not. It notes that the lecturers at Bath Spa University have drafted the help of local school children to choose their trainees for the next school year. INSET: Life-sized bite.

The article discusses schools in Cambridgeshire, England, which have been told that on the last day of the school year they should not dismiss students early because of safety concerns. Chris Keates of the National Association of Schoolmasters Union of Women Teaches (NASUWT) comments on the issues involved while it is noted that some union representatives feel that the rule could decrease teacher morale.

The author takes issue with government administrators' decision to schedule British national examinations in mid-May for 2009. The implications of this decision for teachers, who must cover a full year's curriculum in almost half a term, are outlined. The author highlights the need for the government to take such practical issues into consideration or risk invalidating their promotion of examinations-based academic accountability.

The article presents educational news briefs for Great Britain. The Institute for Public Policy Research has suggested that the school calendar be reworked to do away with summer vacation. Jim Knight, Great Britain's schools minister, has announced plans that will remove or provide training to underperforming teachers in the country. Steve Smith of Exeter University has plans to recommend that secondary schools could be ranked by the number of their students who are college bound.

The author, deputy headmaster of a primary school in England, comments on making use of summer holidays to relax and re-energize for the next school year. He explains his experience, in which summer holidays tend to go in three phases: exhilaration mixed with mourning for the past year, freedom to do as he pleases, and creative thought about and energy for beginning the next term. He notes that it is more productive to look ahead with enthusiasm than to regret the end of the holiday.

The author discusses the processes involved the end of the school year and advises British teachers on how to make the most of their summer holiday. He describes end-of-year activities, completion of student records, and classroom cleaning, and he advises teachers to do this immediately and then to leave it behind for recovery time. He lists possible fun activities for the summer and cautions teachers to leave some preparation time just before the following school year begins.

The article presents advice for British teachers planning for the end of the school year. The author suggests having students play educational games, make paper models, or prepare and present short speeches on imaginative topics. He describes an activity that allows students to reflect on the school year and create a yearbook either on paper or as a web page. He also reminds teachers to notify the next year's incoming class of expectations and to prepare early for the first day of school.

The author, a teacher in London, England, relates her struggle with time and tiredness as the school year ends. She describes a generous Planning, Preparation and Assessment (PPA) period, during which she intended to catch up on overdue paperwork. She explains that she was sidetracked from her tasks by a bout of tiredness that reduced her efforts to shuffling files and making lists. Eventually she checked her email, gossiped with colleagues, and had a snack, but did not finish her paperwork.

The author, a British primary-school teacher, comments on how the end of a school year provides opportunities to allow additional creativity and fun into the curriculum, and he encourages teachers to take advantage of these opportunities. He reflects on activities remembered from his own school years and wonders what his students will remember from the time they spent with him. He encourages use of imagination and silliness and sharing of one's passion for teaching.

The author, also a teacher, reflects on her disdain for the month of January in the school year calendar. She asserts that no reassurance from fellow teachers can bring her out of her doldrums. She instead reflects on how she consumes more wine during this particular month, and works on her list of excuses for indulging.

In this article the author, a teacher, describes her week of jury duty in Great Britain in 2006. As it is only the second week of the school year she feels guilty about missing school and feels she cannot properly acquaint her substitute with her class. Jury duty is dull and the author passes the time doing needlework, as do many other jurors. She is put on a case and renders a verdict, but does not reveal it.

In this article the author discusses the pleasure she took in her relaxed, unstructured summer holiday and how she plans to carry some of those lazy lessons learned into the new school year. The author hopes that she'll be able to approach some decisions lightly, will be able to make herself put things off and will not finish projects she started. She compares school schedules to a corset.

The article is comprised of comments that have been posted by teachers on the web site maintained by the journal. The messages are posted in response to the fact that the 2006-07 school year saw the introduction of new nutrition standards for food served in U.K. schools. Most of the remarks comment on how awful the food was formerly, though one correspondent enjoyed it as a child and would continue to eat it were it available.

This article reports on nutrition standards in U.K. school cafeterias as they go into effect for the first time in the 2006-07 school year. In an efforts to reduce child obesity and to improve the health of U.K. students, new rules establish what can and cannot be served. The program has been widely criticized and has been poorly funded by the British government. INSETS: Must serves;Off the menu;Tuck shop rules.

The author writes humorously about having to take time off from teaching for simple foot surgery in March. She marks papers at home and helps nurses at the hospital with their assignments. Six weeks turn into 12 weeks, and finally in July, she is relieved to learn that she will be back to school in the beginning of September, since only a teacher knows that everything depends on being there at the beginning of the term.