Monthly Archives: November 2020

Originally posted on teaching personally:
A couple of years ago, I was invited to meet the leaders of the Education faculty of a British university, with a view to teaching part-time on their PGCE course. This came as something of…

This summer’s awarding process appears to have helped narrow gaps Continued here: https://ift.tt/39fOQ5p

Are longer hours associated with lower wellbeing? Continued here: https://ift.tt/3l2aegV

If we are going to use the curriculum as a progression model, it’s useful to build in checkpoints to ensure students are meeting curriculum related expectations. So far I written about replacing age… Continued here https://ift.tt/330YiG3

I’ve recently argued that one way to ensure schools are explicitly using the curriculum as a progression model is to assess children against curriculum related expectations. Briefly, this means that… Continued here https://ift.tt/3pzoUYe

Grades are so much a part of the educational landscape that it’s hard to imagine what schools would be like without them. In the debate over whether or not we should retain exams this year, no one is… Continued here … Continue reading →

… languages recognized, not as the means of contemporary communication but as investments in thought and records of perceptions and analogical understandings; literatures recognized as the… Continued here https://ift.tt/3njERzK

Exploring the link between KS1 reading and writing scores and GCSE English language results Continued here: https://ift.tt/2JStPmJ

Every teacher recognises the vital role of academic vocabulary to access the school curriculum and go onto succeed. Put simply, the more words you know, the further you’ll go. Words are crucial… Continued here: https://ift.tt/36aAUGM

The following is a summary of Chapter 4 of my new book, Intelligent Accountability. What stops us from taking the risk and trusting teachers is, in part, the very real fear that some will cut… Continued here https://ift.tt/36bFG74