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.

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Curriculum, English, Literacy, Literature, Progress

Reclaiming KS3: Engagement

In this series of blogposts I'm exploring ways that KS3 can be reclaimed rather than being viewed as a second priority behind KS4/5. To go further, what I'm suggesting is that if schools want to ensure maximum progress gains at KS4, then targeted investment in KS3 is essential. The three ways that this can be achieved are: Challenge… Continue reading Reclaiming KS3: Engagement

Curriculum, English, Progress

Reclaiming KS3: Challenge

There's been a lot of focus on KS3 and the role it plays in achievement at KS4. Sometimes I wonder if due to pressures in the upper school, KS3 risks becoming the neglected sibling of KS4/5. It shouldn't be. If KS3 is purposeful, challenging and engaging, the chances of having the progress gaps to be filled… Continue reading Reclaiming KS3: Challenge

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Previous posts on Staffrm.io

Prior to opening this website, I have posted to Staffrm.io on a range of topics. The benefit of Staffrm is that, like Twitter, it's a collaborative space for testing ideas that don't have to be polished. It's great for digitally jotting down some ideas and reading what other people are exploring in their own classrooms. Previous posts… Continue reading Previous posts on Staffrm.io