There’s a lot of chatter, courses and blog posts appearing with the word “Curriculum” in these days. Accountability, as ever, is the tail that wags the dog. The curriculum is and always has been important; it breathes life into a school’s or teacher’s philosophy of education; it is purpose enacted. Advertisements
The link between good attendance and higher levels of attainment are pretty well established. Many school leaders talk about “quality teaching first”; I understand and accept the basis of their logic but if a pupil isn’t in the classroom s/he won’t benefit. You’ve got to get them in first.
Over the years, Ofsted has consistently claimed that schools working in deprived or challenging areas – their pupils, staff and leaders – are duly recognised for the quality of work they do. Often, using a graph very similar to the one below to justify their comments, they state how inspectors contextualise the inspection process. My … Continue reading
It has taken time but I sense some of the fog is clearing in the post-levels World. The title is a simple statement I make when speaking at various conferences about assessment; you could almost see the penny drop with attendees. Far too many schools replaced levels with something that looked like levels and was … Continue reading
The title is a statement; arguably it should be more of a question. These would be the 5 key papers I think all teachers – from ITT to Headteachers – should read. Others may disagree; feel free to suggest alternatives. Having read them there is a a need to discuss with others; collaboratively develop your … Continue reading
Schools don’t usually group all disadvantaged pupils together and deliberately teach them badly. A lack of progress by this sub-group maybe a result of more generic issues across the school; disadvantaged children are just impacted on more.
Twelve is a good a number as any for directing people towards better teaching, assessment and learning. It certainly won’t cover everything and there are probably things you will disagree with. I don’t have any monopoly on what might improve teaching, assessment and learning. Rather these are the distillation of a number of presentations I … Continue reading