Addressing the issue of the fundamental unaddressed issue

The Quirky Teacher

This is a response to Christopher Such’s blog which is a response to a blog written by Solomon Kingsnorth – Chris details his varied teaching background and how he has found that despite evidence-informed practice filtering into schools, roughly a third of children at year 2 are unable to access the curriculum because they have huge gaps in knowledge. He details the inherent inadequacy of the usual interventions that take place during assembly times and his radical solution is to prioritise the education of this group of children by drastically reducing the content of the KS1 curriculum in order to build in space for extra rehearsal to automaticity and then, in theory, everyone can move at a faster pace later on.

I’d like to unpack a few assumptions running through Chris’s blog and offer a slightly different perspective. Like Chris, I have experience with all the age groups, but Chris…

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