Assessment, Curriculum, English, Progress, Reflection

Preventative intervention strategies

Having already blogged on why I don't think 'whatever it takes' is always the best way to view intervention, I presented on preventative intervention strategies at Red House School TeachMeet earlier this week. We're in the middle of exam season and there's a lot of last minute pushes, final revision sessions, drop ins and other inteventions. But it's… Continue reading Preventative intervention strategies

Advertisements
Assessment, Curriculum, English, Progress, Wellbeing

‘Whatever it takes’ Some reflections on intervention

I used to believe that'whatever it takes' was a sign of commitment and high expectations. I don't any more. 'Whatever it takes' risks increasing teacher workload for limited gain,  allows students to abdicate responsibility for their own learning and can promote a culture of low expectations. Imagine a teacher writing lesson plans outlining what they're doing for every single… Continue reading ‘Whatever it takes’ Some reflections on intervention

Assessment, Curriculum, English, Literacy, Literature, Progress

What about the tree? Why knowledge is empowering.

'Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid'  This quotation tends to lend itself to the idea that curriculum, assessment and differentiation should lead us to expect, and accept, different things for different students due… Continue reading What about the tree? Why knowledge is empowering.

Assessment, Curriculum, English, Literacy, Literature, Progress

Reclaiming KS3: Driving questions for rapid progress

When looking at examiners' reports at KS5, there's been a welcome move in recent years warning staff not to send students into exams with pre-prepared essay frames, writing templates and other formulaic crutches designed to get students through exams with the minimum of independent thought. Aside from my personal feelings about endless writing frames, they send the message to students… Continue reading Reclaiming KS3: Driving questions for rapid progress

Assessment, Curriculum, English, Progress, Staff Development

Progress over time: Why there may be still a place for ‘well done’

In a time when Ofsted no longer grade individual lessons and there's a move towards demonstrating 'progress over time', a new focus for observation, scrutiny and inspection has been identified: marking. The major problem with this focus on marking is that - like when 'Ofsted wants to see...' was the be all and end all of… Continue reading Progress over time: Why there may be still a place for ‘well done’