Where is Education now? Hope vs Despair | Tom Sherrington

Things that make me despair:

Visionless policy-making. There’s no overall vision for education from any party.  No joined up thinking; no coherent strategy.  It’s piecemeal bits and pieces, stabbing around for election hits.  Tory Grammars was the most head-in-sand example but Jeremy Corbyn needs to stop talking about kids learning things by heart as if this is a terrible thing; it’s the wrong debate to have about SATs.  He also needs to stop talking about LAs as if they are the answer. Show me a school that is excellent because of local democratic control.

DFE Manipulation via Output…

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Workload: solutions part II – why do systems in schools fail? | BunsenBlue

Systems in schools often fail for two reasons. Firstly, the workload-to-impact ratio is unfavourable. Secondly, the culture in the school hasn’t united staff to pick fruits from trees growing in the same philosophical soil. Both of these contribute to an increased workload that can be diminished; the second and third of my three Cs of eliminating workload are cut and culture respectively. (The first c is centralising curriculum resources and detentions.)

Cut anything that has a low impact:high workload ratio

All leaders must ask themselves two questions before they roll out a new…

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Life after levels: who’ll create a mastery assessment system? | danielkwest

Developing a Mastery Assessment system via Joe Kirby…

Pragmatic Education

Whosever redesigns their curriculum and assessment for life after levels will reap the benefits

 

 

A great many schools I know are now considering the question of what to do about assessment. ‘Is there an alternative to national levels?’ they are asking. After all, assessment drives the curriculum: the curriculum cannot be considered without considering how it is being assessed. Here is the argument that I am building up on this blog:

 

Our curriculum and assessment aren’t designed with…

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Loadsa dough… | paulweeks2014

First week of the summer holidays, and I’ve been spending my mornings in the village primary school, offering some sciencey type lessons. I must admit, I was a bit wary – I was told that as part of the end of term arrangements, the children were being divided into four teams of 25 of mixed age. Please could I do four mornings with each group.

Gulp.

I find mixed ability hard enough – I don’t believe that it’s possible to consistently and successfully differentiate in a class any bigger than, say, 2, – but mixed ability AND mixed age? From 6 to 11? From some fairly severe SEN to precoscious…

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Life after levels: who’ll create a mastery assessment system? | danielkwest

Developing a Mastery Assessment system via Joe Kirby…

Pragmatic Education

Whosever redesigns their curriculum and assessment for life after levels will reap the benefits

 

 

A great many schools I know are now considering the question of what to do about assessment. ‘Is there an alternative to national levels?’ they are asking. After all, assessment drives the curriculum: the curriculum cannot be considered without considering how it is being assessed. Here is the argument that I am building up on this blog:

 

Our curriculum and assessment aren’t designed with…

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NKOTB – the BPP PGCE | dodiscimus

The announcement of the new BPP PGCE in the TES yesterday generated a lot of twittering, most of which struck me as knee-jerk in nature, unduly negative, and rather uninformed. Now, given the nature of Robert Peal’s polemic against the educational establishment – which ended by describing all those people who (whether right or wrong) had dedicated their working lives to trying to provide a good education for our children, as a persistent national embarrassment – I’m not overly bothered that criticisms that he only trained 6 years ago, hasn’t even been in the classroom for all of that time,…

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