The less time spent making lots of worksheets and single use resources, the more time can be spent on planning, assessment and feedback. I also realised that tidying my office at home that I'm the proud owner of an extensive collection of sticky notes: index markers, A5, square, plastic markers, different colours, different shapes. These are all… Continue reading The humble post it note
'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.
"Inspectors reported concerns about Key Stage 3 in one in five of the routine inspections analysed, particularly in relation to the slow progress made in English and mathematics and the lack of challenge for the most able pupils." (Ofsted, KS3 'The Wasted Years', 2015) When I trained, the common approach to differentiation was to teach to… Continue reading Rethinking differentiation: getting the most out of questions
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