This tag is associated with 5 posts

Solving the Marking Workload Problem

Having provided the necessary click bait in the title; I’m very tempted to write my shortest ever blog by giving the following solution “You must do less marking, as a teacher; demand less marking, as a school leader or parent”.  End of; problem solved. Continue reading


Over Marking and Under Planning?

Marking in many schools has reached fetish level.  It’s out of all balance with other key activities teachers must undertake most noticeably planning.  Ofsted reports, for too many years, have obsessed about marking – I managed a hat-trick of marking as a key issue for action in consecutive reports over a decade – but subject and curriculum planning is rarely mentioned. Continue reading

Bring Your Best and Your Worst #MarkingScrutiny

As the saying goes, “If I had a pound for every policy I’ve written over the years I would have retired ages ago.”  However, if I had a pound for every policy which has had a huge positive impact on children’s life chances or reducing teachers’ workload I may be a bit more impoverished. Continue reading

New Book: Liminal Leadership

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It won't get your marking done in five minutes but will help your structure your marking so you and the students get the most out of it.


Getting the behaviour of students right, in the class room, is the challenge for every teacher. This simple planner will take you through the main stages required to help you achieve a purposeful learning envionment


Ideas and the thinking behind a professional development to help improve the quality of teaching and learning. Keep the learning tight, the lesson plan loose and focus on the learners

Planning to Get Behaviour Right: Research Plus Experience

The thinking behind the #5MinBehaviourPlan and our whole school approach to managing behaviour.

Education for Wisdom

Why the four knowledge dimensions (covering knowledge and skills) and a moral compass are at the heart of an outstanding education.

When Feedback Met Bloom

A look at the power of Feedback to students using Bloom's four knowledge dimensions

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