With marking listed as one of the three areas in the government’s workload challenge, none of us can afford to spend time assessing pupils’ work without the certainty that this effort will lead to further progress. These are our three steps to ensuring that assessment always leads to progress. Continue Reading
Today I spent some time looking through over a hundred exercise books. Whilst there is some feedback to go to specific departments, what I was really interested in was efficiency and whether the time we spend marking proportionate to the impact on learning? Continue Reading
Thank you for this great blog put together by the Teaching and Learning group: it’s a really useful list of practical ideas for using Knowledge Organisers in your classroom. Continue Reading
With the term low stakes testing being used so frequently, I thought it would be helpful to focus on what this really means, why we do it and (most importantly!) how we go about it in the classroom.
A common challenge I hear from teachers in my literacy role, is that of getting pupils to read for understanding. It seems that all too often, pupils are able to read the entirety of a text without taking in its meaning or being able to do anything with it afterwards. So why does this happen and what can we do about it? Continue Reading
The idea of ‘mastery teaching’ has been an educational buzzword for some time, but what does it really mean and what can every teacher learn from its principles? Continue Reading