I have written and spoken at length about simplification. In short, I have come to believe that a knowledge curriculum simplifies everything we do as teachers. Rather than considering engagement, entertainment, or pupil interest, a knowledge curriculum relentlessly and ruthlessly prioritises kids learning stuff in the most effective way: that is, reading it, writing about it, and being quizzed on it.
In my past life, here are some ways I assessed pupil learning:
- Painstakingly marked their books with lengthy written targets for improvement that pupils responded to
- As above, but for essays and assessments
- Used spurious National Curriculum levels to denote the level the child appeared to be writing at
- Developed an assessment ladder based on vague descriptors provided by GCSE exam boards to denote how far a child was from the GCSE expectations
- Had pupils complete multiple choice exams which, having sweated over making, I would then have…
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