Archive | March, 2016

Education White Paper – the devil will be in the detail

24 Mar

By Karen Wespieser Last week the Department for Education (DfE) published their first White Paper in more than five years. Commentators have highlighted how it outlines plans for the most radical r…

Source: Education White Paper – the devil will be in the detail

Comment: A budget of dispossession

23 Mar

It’s time we stopped talking about ‘Austerity’. What we are really living through is a ruthless process of dispossession. Behind the pretence of ‘balancing the books’ (endlessly d…

Source: Comment: A budget of dispossession

A 5 year revision plan

19 Mar

Revise with self-quizzing books for every pupil across all subjects What should teachers do about homework? And what should pupils do about revision? Homework and its Discontents Homework is a tou…

Source: A 5 year revision plan

The marketisation of mass education in England: a brief history

19 Mar

The following essay is 6000 words long so make yourself a cup of tea! [This article is an exploration of the forces shaping current educational policy and practise in England in 2015. It is focused…

Source: The marketisation of mass education in England: a brief history

Good But Stuck and Increasingly Fragile #WhitePaper

19 Mar

Professor Tim Oates described the English Education System as “Good but stuck”, I’d now suggest it is “Good but stuck and increasingly fragile.”  Reacting to a pretty full White Paper, Educational …

Source: Good But Stuck and Increasingly Fragile #WhitePaper

The Implications of GCSE Changes on School Accountability

14 Mar

At the start of the week I was asked to present to a group of people from the Diocese the changes at A-levels and GCSE.  The A-level changes whilst having massive implications for workload, being b…

Source: The Implications of GCSE Changes on School Accountability

Calling for a real #fullaccesschurch

8 Mar

Reblogged on

Source: Calling for a real #fullaccesschurch

RSCs… you ought to know better!

3 Mar

Ramblings of a Teacher

Last month I wrote about how I feared that Local Authorities were preventing schools from moving confidently away from levels.

Today, I have Regional Schools Commissioners in my sights. I’ve been concerned about this for a while because increasingly I see people who are doing their best to cope in a world without levels suddenly faced with demands for data from external agencies.

And in the case of Regional Schools Commissioners: they ought to know better. Yet clearly they don’t, otherwise we wouldn’t be seeing queries like these:

“We’re asked to predict progress for current Y6 (by RSC). How would you suggest we go about it?”

One of the most significant changes in the world after levels is the way in which progress is to be calculated across primary schools. It has deliberately moved away from a threshold model, so that schools can focus on improving the attainment of all pupils, instead…

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