Why are we Testing? (includes a useful infographic)

This is an idea that I’ve been thinking about for some time, particularly following a talk by Daisy Christodoulou and subsequently reading her book ‘Making Good Progress’. The standout point from both of these was that one test can not (effectively) fulfil multiple functions. We need to decide whether we are aiming to develop learning or to measure it.  Continue Reading

‘Teaching KS3 pupils GCSE skills is useless and dangerous.’ To what extent to do you agree with this statement?

By Jon Palmer, Teacher of English & Head of H&SC

***remember to write witty, engaging and relatable intro to grab reader’s attention***  so the question was: how could I possibly teach a high level GCSE skill such as evaluation to my KS3 classes? Continue Reading

Feedback with Impact!

Time effective strategies to make sure that feedback always leads to learning

I ran an inset today with a colleague about giving ‘Feedback with Impact’. We deliberately avoided the word ‘marking’ because there are so many ways to communicate with pupils about their learning. We wanted to focus on ‘Impact’ because feedback is only worthwhile if it leads to learning. Continue Reading