0

Sucessful Futures – The Donaldson Review into Curriculum and Assessment in Wales

Screen Shot 2015-03-02 at 02.14.59

Last wednesday saw the publication of ‘Successful Futures’ – the report to the Welsh Government by Graham Donaldson, the man tasked with conducting an independent review of the curriculum and assessment arrangements in schools in Wales.

This blog post started as an attempt to provide a summary of the proposals in the report, but at over 2800 words is not much of a summary of probably the longest thing I’ve ever posted on this blog. I did consider breaking it into several posts, but I’ve decided against it for now. I may come back and have a go at a summary of the summary later in the week. The BBC have provided this overview which is worth taking a look at if you’re looking for something more visual, and Gareth Morgan has already blogged his take on the report, especially in relation to the recommendations around Digital Competencies.

I was lucky enough to meet with Professor Donaldson twice in the time he was writing the report, both times as a participant in the seminars he put together to kick the tyres on some the ideas he was developing over the process. I think that has given me an appreciation of the enormity of this task! The report itself comes in at 120 pages and is a thorough, detailed, but (I think) fairly accessible overview of not just what Wales has now, but how we ended up here and how it compares to what is going on in a global context. I think this is really important. We’re a small country still dominated by the English media and where our education system is report on it is largely when being used as a political football being kicked backwards and forwards between London and Cardiff Bay. If this report helps set the forthcoming ‘great debate’ in a wider context then so much the better. It did make it very clear how unlike many of the most successful education systems in the world the English system is, and hopefully we can start to tear ourselves away from our tendency to constantly compare ourselves to our friends and colleagues over the border.

The report makes 65 recommendations, but I would actually strongly suggest you read them in the context of the report, rather than just jump straight to the final chapter. This blog post attempts to provide an overview of what each chapter contains, alongside my thoughts and reflections of what that might mean for the future.

Chapter one provides an overview, and makes it clear that this is not simply a review of what we teach, but of the full system, including assessment:

Where assessment becomes dominated by accountability processes, as can happen, the consequences for children and young people’s learning can be damaging.

The report is set firmly in the changing political context of education in the last 30 years, and draws our attention both to things that Wales is doing well, but also lessons that we must learn from ourselves.

Expectations about what schools should be doing have grown inexorably while evidence about how to bring about improvement has remained elusive. There are important lessons to be learned from this experience.

While I don’t want to get bogged down in quoting ad-nauseam from the report, I do want to include this from page 10, which for me not just sums up where we are, but the biggest challenge in getting this new curriculum adopted:

The extent of legislative control and associated accountability mechanisms, seen as necessary at the time, have inhibited professionalism, agility and responsiveness in dealing with emerging issues, and have forced too-frequent political intervention in non-strategic matters. For many teachers and schools the key task has become to implement external expectations faithfully, with a consequent diminution of local creativity and responsiveness to the needs of children and young people. Partly as a consequence, much of the curriculum as experienced by children and young people has become detached from its avowed aims and too focused on the short-term. At its most extreme, the mission of primary schools can almost be reduced to the teaching of literacy and numeracy and of secondary schools to preparation for qualifications.

 

Chapter 2 provides and overview of the process undertaken by the review, and outlines a set of ‘principles of curriculum design’ developed by the review:

Principles of curriculum design – the curriculum should be:

authentic: rooted in Welsh values and culture and aligned with an agreed set of stated purposes

evidence-based: drawing on the best of existing practice within Wales and from elsewhere, and on sound research

responsive: relevant to the needs of today (individual, local and national) but also equipping all young people with the knowledge, skills and dispositions for future challenges as lifelong learners

inclusive: easily understood by all, encompassing an entitlement to high-quality education for every child and young person and taking account of their views in the context of the United Nations Convention on the Rights of the Child (UNCRC), and those of parents, carers and wider society

ambitious: embodying high expectations and setting no artificial limits on achievement and challenge for each individual child and young person

empowering: developing competences which will allow young people to engage confidently with the challenges of their future lives

unified: enabling continuity and flow with components which combine and build progressively

engaging: encouraging enjoyment from learning and satisfaction in mastering challenging subject matter

based on subsidiarity: commanding the confidence of all, while encouraging appropriate ownership and decision making by those closest to the teaching and learning process

manageable: recognising the implications for and supported by appropriate assessment and accountability arrangements.

 

While these lists can be so vague as to cover a multitude of sins, there’s a few things here I think are worth noticing, especially the idea of a unified curriculum and the idea of subsidiarity. This is explained in more detail later in the report (p99):

Charles Handy describes subsidiarity as ‘…the idea of reverse delegation – the delegation by the parts to the centre’. Subsidiarity means that power stays as close as possible to the action. Rather than relying on a set of rules, which suggest a lack of confidence and can breed corruption, subsidiarity is dependent on mutual trust and confidence which supports positive disagreement and argument. Subsidiarity is about ensuring that power is where it belongs – rather than about empowerment which involves someone in power giving something away

 

I suspect that the final point in the list about being manageable will be one of the key drivers for any change in the way that this new curriculum is developed and one I hope that WG really understands and embraces. There are references in the final chapter of the report about learning the lessons of previous, well-intentioned changes, and there is much for us to reflect on and learn.

The report goes on to outline the review process, including the meetings with stakeholders (including lots of students), links to the 5 Task and Finish reports previously commissioned by WG, and last year’s OECD report on the education system in Wales. The call for evidence got over 700 responses and is summarised in a separate document, but the report notes that:

There is a sense that a more general enthusiasm for learning has been sacrificed in the race for qualifications.

 

Chapter 3 develops the principles of curriculum from chapter 2, links them with the relevant recommendations from the various task and finish groups and proposes the following as purposes for the curriculum:

The purposes of the curriculum in Wales should be that children and young people develop as:

› ambitious, capable learners, ready to learn throughout their lives

› enterprising, creative contributors, ready to play a full part in life and work

› ethical, informed citizens of Wales and the world

› healthy, confident individuals, ready to lead fulfilling lives as valued members of society.

 

Again, these lists can be criticised for covering a multitude of since, but I’m personally glad it’s there, not least because some of these areas I suspect are being sidelined in schools and this may be the prompt we need to try and rebalance our curriculum a little.

It’s worth having a look at the full list which you can find here.

 

Chapter Four looks at the structure of the curriculum itself and sets out it’s stall early on:

The evidence collected during the course of the Review strongly suggests that despite successive modifications, the philosophy, form and content of the current national curriculum require significant change.

The report considers both the breadth of the curriculum and how progression is measured. The section of breadth starts by pointing out:

 The ‘subject against skill/competence’ debate represents an unhelpful polarisation, since both make important contributions to fulfilling the purposes of the curriculum.

The report goes on to suggest that the new curriculum is organised throughout the year groups into six ‘Areas of Learning and Experience’ (the report is at pains to include the final two words, even if they’ve already been lost from some of the media reports). They are:

  •  Expressive arts
  • Health and well-being
  • Humanities
  • Languages, literacy and communication
  • Mathematics and numeracy
  • Science and technology.

I’ve already seen tweets from secondary subject teachers complaining that this marks the death knell of their subject. It really doesn’t. The report itself points out that these areas are ‘not timetabling devices’, and actually as a History teacher I’m really pleased to see the option to make more valuable links between my subject and others – interdisciplinary learning is being proposed here, not dumbing down.

Within and across these six Areas of Learning and Experience, the review recommends that Literacy, Numeracy and Digital Competence should be cross-curricular responsibilities of all teachers. Like Gareth Morgan, I’m pleased that the review has used the term ‘Digital Competence’ rather than ‘Digital Literacy’, and the section on the development of this leans heavily on the ICT Steering Groups report. While coding and computational thinking are important and mentioned (as separate things) they are also clearly not synonyms for Digital Competence, and something those of us with an interest in this area will need to be careful about reiterating.

The rest of the ‘Wider Skills’ the report proposes should be embedded within the Areas of Learning and Experience, rather than have their own frameworks which would:

introduce further complexity into the design of the curriculum, and that would replicate some of the concerns about the current situation. Schools and teachers will be able to focus on devising suitable learning, teaching and assessment activities that reflect these wider skills.

 

The six new Areas of Learning and Experience (all with equal importance) are laid out in more detail on pages 43 – 51 of the report.

 

The second part of the chapter four goes on to look at ‘Progression steps’. It highlights the problems with the current systems, and goes on to recommend the removal of all phases and key stages and replaced with a ‘continuum of learning’ for each of the six Areas of Learning and Experience and three Cross Curriculum Responsibilities. These steps will be described at five points, broadly expectations at 5, 8, 11, 14 and 16. These steps would look backwards towards the Routes for Learning framework and forwards towards the examinations system. There are a couple of quotes worth pulling out at this point:

 Learning should be seen as akin to an expedition, with stops, detours and spurts. Progression should be signalled through Progression Steps, rather than levels. Progression Steps at regular intervals will provide a ‘road map’ for each individual child and young person’s progress in their learning.

and

Progression Step 5 will be available for young people who securely reach Progression Step 4 earlier than the end of Year 9, enabling them to extend and deepen their learning before they embark on qualifications. In due course, qualifications should be amended to articulate with Progression Steps 4 and 5

 

Of all the areas of the report this is the one I think I’m having the hardest time imagining. I love the idea, but I’d like to see some examples in practice. I suspect this is going to be one of the key areas we need to get right to ensure the success of the curriculum as a whole. It also seems to set up the potential reform of the LNF towards something more useful and useable than the current version.

The next section discusses the place of Welsh language in the curriculum, and makes a series of recommendations around strengthening that element, including reviewing the provision for Welsh as a second language. For such a potentially thorny issue, again the review seems to have done a good job of listening to experts and navigating a potential minefield toward something meaningful and useful.

 

Chapter Five, perhaps slightly unexpectedly, looks at Pedagogy. It opens by stating that:

To be clear, the recommendations of this Review do not imply an emphasis on any particular teaching approaches: decisions about teaching and learning are very context and purpose specific, and are best taken by teachers themselves. It would, therefore, not be appropriate for this Review to offer detailed prescriptions on teaching methods.

It then goes on to layout 12 pedagogical principles for the development of this new curriculum. Namely:

  1. Good teaching and learning maintains a consistent focus on
the overall purposes of the curriculum

  2. Good teaching and learning challenges all learners by 
encouraging them to recognise the importance of sustained 
e
ff
ort in meeting expectations that are high but achievable 
for them

  3. Good teaching and learning means employing a blend of 
approaches including direct teaching

  4. Good teaching and learning means employing a blend of
 approaches including those that promote problem solving,
 creative and critical thinking

  5. Good teaching and learning sets tasks and selects resources
 that build on previous knowledge and experience and engage
 interest

  6. Good teaching and learning creates authentic contexts for learning

  7. Good teaching and learning means employing assessment for
learning principles

  8. Good teaching and learning ranges within and across Areas 
of Learning and Experience

  9. Good teaching and learning regularly reinforces
 Cross-curriculum Responsibilities, including literacy,
 numeracy and digital competence, and provides
opportunities to practise them

  10. Good teaching and learning encourages children and young
 people to take increasing responsibility for their own learning

  11. Good teaching and learning supports social and emotional 
development and positive relationships

  12. Good teaching and learning encourages collaboration

On the one hand some of these could be seen as shot across the bow for anyone looking to try and hijack this report for their own edu-political aims, although that again seems somehow far less likely in Wales than in England. But it’s also funny how uncontroversial they look (at least to me) away from the perhaps slightly distorting lens of the education blogs.

Chapter six looks at the issue of assessment in the context of this new curriculum, and takes a scythe to the current system that has grown up around the curriculum over the last twenty years. One of the real strengths of this report in my opinion, is the way that it keeps linking its proposals back to its purpose, and there’s probably nowhere in education that we need to make that reconnection more than in the area of assessment. The review proposes that Teacher Assessment should continue to be the main vehicle for assessment outside the examinations system, but that that should be primarily focussed on formative feedback, but with more effective moderation on that which is used for comparison. There is a clear call to reduce the frequency of external testing, with a suggestion that the Welsh Government moves to a sampling model for it’s own purposes.

One of the striking features of the report is the voice of the learner that comes through from the engagement stage through the recommendations. The report looks to try and embed that in the future of the system by, for example, recommending that reports to parents should include contributions from children themselves.

It was also interesting to see the idea of e-portfolios and e-badges being discussed as potential future avenues for assessment being discussed.

Chapter seven lays out the implications of the report, and it would be fair to say this are wide ranging. I think the Minister described them as ‘seismic’. It is clear that there will be much linking between this report, the Welsh Government’s ‘New Deal’ proposals, and the report into ITT and teacher development by Prof Furlong which is due out later this month, and with those links the sense grows that we may actually undertake a serious and wide-ranging shake up of the education system in Wales. It won’t be quick – there is no timescale suggested, but the report does point out that both the Scottish and Northern Ireland reforms have been undertaken over a decade. We also have much to learn from our own mistakes in Wales. The report points out that..

The general feeling was that while the policy 
aspirations had been generally accepted as appropriate, insu
ffi
cient account had
often been taken of the complexities of implementation

The other elephant in the room of course is resourcing. Will there be any extra money?

Finally, chapter eight provides a summary of the conclusions and recommendations of the report. As I said, if you want something less than the full 120 pages you can go straight here, but I’d strongly suggest anyone with an interest in Welsh education takes the time to go through the whole thing.

 

There’s much to ponder. This doesn’t pull any punches about the scale of the task ahead. But there is also much to be optimistic about. I’m already up to almost 3000 words and there’s lots I’ve skipped over. I’m looking forward to the ‘Great Debate’ events later the month with the chance to hear from other people in the education community and get their views.

There is a compelling vision for what an education system can produce in these pages. It’s up to us now as teachers in Wales to get involved with this and help shape it.

 

0

Reflecting on #28daysofwriting

Reflection - https://flic.kr/p/9ENzq9
Image credit: Reflection by Astrid Westvang. CC Licensed on Flickr.

In the last 28 days I have added 25 new posts to this blog (including this one). In most cases, each took 28 minutes to write, proof read, grab an image for an post. By comparison, you’d have to go back to Dec 2012 to find the start of the previous 25 posts.

Firstly, I’m grateful for Tom for the excuse to get back to the blog. And I know it sounds silly, but there is really a part of me that thinks ‘well, I’ve said I will…’, and that’s got me off the sofa at the end of the day and got a post written. I’ve signed up to the next month as well, although I’m thinking of doing something a little different for March (more of which should become clear from tomorrow). If you’re in any doubt as to whether you should sign up or not, just do it!

I was initially worried that I’d struggle with content as I’m out of the classroom at the moment, but that hasn’t seemed to be too much of a problem. The creation of an ‘ideas garden’ has helped me by having a place to note down ideas when they occur so I’ve got something to do back to when the well of inspiration runs dry. I’ve also quite enjoyed creating the ‘I have mostly been reading’ posts as it provides a good reason to go back over some of things that I’ve marked to keep in my feed reader. That’s something I think I’m going to try and keep going, at least on an occasional basis.

I’ve discovered another heap of blogs to read and people to discover on Twitter, and got me much more into the habit of commenting on other people’s blogs. Again, having a slight excuse to fall back on when thinking ‘should I or shouldn’t I’ has helped me lean for the former rather than the latter. The #28daysofcommenting should help that further.

This month of blogging has also led me to StaffRm, which I wrote about back here. My initial concerns about the slightly locked down nature of the platform have been allayed in part by the amazing sense of community that exists there (it’s like Twitter in the ‘old days’!) and way in which the team behind the site have been so keen to engage in a conversation about how things like RSS could be added to the site. I still have to completely figure out the relationship between this blog and my space there, but it’s not a place I’ll be abandoning anytime soon. If you’re a teacher thinking about starting a blog, go and hang out there for a bit. Your mind will (hopefully) soon be made up!

My involvement in the project has also forced me to do a bit of spring cleaning on this blog itself. I’ve upgraded all the software and tweaked some plugins. I’m loving the ‘Jetpack’ plugin which provides not only better social media links at the bottom of each post, but also some interesting site statistics. I’ve never been massively interested in the analytics of the blog before, but there is something quite interesting about finding out which posts seem to be drawing the most visitors, and how they’re finding them.

Overall, I’m really pleased I signed up to this – my thanks to Tom for putting it all together, and everyone who’s posts I’ve read over the last 28 days.

Here’s to the next month, and beyond.

0

Change to RSS Feed

I’m doing a bit of maintenance on blog, including sorting out several years worth of plugins! As part of that, I’m going to changing the RSS feed from Feedburner back to the native RSS feed from WordPress.

As a result if you’re following this blog in your RSS reader you may need to head to the blog itself and resubscribe.

Apologies.

Dave.

0

The best staff room in the world – #TMSwansea2015

"staff room communication" from Gary Stager by Robin Hutton - https://flic.kr/p/7RLUCm
Image credit: “staff room communication” from Gary Stager by Robin Hutton. CC Licensed via Flickr

You can find this post again at http://is.gd/tmswands

 

I’m off to do 2 minutes at a Swansea Teachmeet tonight about using Twitter and blogs as a global extended staffroom, so I thought I’d pull everything together here as a resource for anyone from the talk, or anyone who might find it interesting.

1. Twitter.

I don’t know if other professions have taken to Twitter like teachers have, but there is now a wealth of expertise out there in a growing community of educators.

I asked on Twitter for comments for you. This is what a few people said…

Once you’ve signed up, you need to find some people to follow. One way of doing this is looking for hashtags (the things that start with the # symbol).

Try a few of these to get you going

#ukedchat

#addcym

#hwbdysgu

#historyteacher (try putting your subject in front of the word teacher and see what you get)

#sltchat

#pedagoofriday

You’re also welcome to follow me (@davestacey) and say hello – I’ll happily retweet that. It’s worth filling in your bio with a little detail to help other people decide if they’re going to follow you or not. You also need to give some thought to if you want to use your real name, and if this is a personal account, a professional account, or even one to use for communicating to students / parents as a department

 

2. When 140 Characters isn’t enough…

Lots of teachers are also blogging. A blog being a simple publishing platform to share reflections with others. You can find blogs via Twitter, or through a search engine. You can use a service like Feedly to bring these together in the same way that Twitter brings together tweets from all the people you follow. Have a look at this post for more information.

It’s easy to get your own blog, but it can be a slightly lonely experience, recently StaffRm was created – a services that’s a cross between a blog and Twitter (you get 500 words instead of 140 characters, but it comes with a community of teachers already engaged and posting.

It’s free to join, and I would thoroughly recommend that you do. You can find out what a few people had to say about StaffRm in the comments on this post.

If you’re worried you’re never going to have anything to right about you can also join the #28daysofwriting scheme, where people commit to try and blog for 28 minutes a day, for 28 days in the month. It’s a great excuse for getting some posts under your belt, and loads of others will be doing it to. There’s even suggestions for topics if your inspiration runs dry!

Of course, you can also get your students blogging too, but that’s something for another post and another talk…

0

It’s good to … chat

Addcym Logo by Bev Evans
Image Credit: Addcym Logo by Bev Evans

A few years ago I was invited to join with a group of other teachers from Wales who were using Twitter to help set up #addcym – a weekly twitter chat for those with an interest in Welsh Education (‘addcym’ being short for Addysg Cymru – Learning Wales) 1

We ran as #UKEdchat’s little Welsh cousin for a couple of years, picking up some interest, generating some interesting discussions and making some great connections with other educators. However, last academic year it became harder to keep going and we went into hiatus in July. I’ve mentioned to a few people about trying to restart it, perhaps as a monthly chat, to generally positive responses, but this evening two things have kicked me into gear.

The first is the announcement that tomorrow we can expect the publication of Graham Donaldon’s Review into the Curriculum in Wales. The second was this tweet.

Given that #28daysofwriting is all about getting on with it, rather than waiting for the ‘perfect moment’, I’m going to take it upon myself to apply the defibrillator to #addcym and try and get it going again. So…

#addcym Tues 3rd March 8-9pm – discussing the Donaldson Report

Then monthly on the first Tuesday of the month.

I know that there’s a growing number of teachers from Wales on Twitter, and anecdotally I know of several who would follow the chats, but didn’t want to join in themselves. It would be great if we could get as many views as we can being shared on Tuesday evening.

Search for #addcym on Twitter, and add it to your own tweets to join the conversation. See you online on Tuesday!

  1. The story goes it was supposed to be called ‘WelshEd’ but there was already a ‘Welsh Ed’ on Twitter, so the search for a name moved on
0

What questions can you ask if everyone can see the answers? #28daysofwriting

From http://commons.wikimedia.org/wiki/File:Discussion.png
Image credit: Discussions. CC Licensed on Wikimedia Commons

Cross posted on Staffrm.io

 

One of the first tools we get teachers starting with on Hwb+ is the discussions tool. It allows teachers and students to start and contribute to discussions in their class site (in primary) or their subject / yr group site (in secondary). Because everyone’s answers are visible straight away it doesn’t really work as a ‘testing’ tool in the traditional way. Once the first person has pointed out that 2+2 = 4, there’s not much for the second person to do. However, after the initial disappointment, teachers usually get very creative in what they can use them for. Ideas include:

If this is the answer, what is the question?
How many different ways are there to find the answer to?
What adjectives can we use to describe this picture. You can’t use anything that’s already been used
Do you agree with this?
What did you think of the match on Saturday?*

*We’ve got several schools adopting this ‘literacy by stealth’ approach – especially as students have 24/7 access to their class site.

What other questions could you ask, if everyone sees all the answers?

0

GIGO – The validity of assessment data. #28daysofwriting

16462356335_9357278765_z
Image credit: Garbage Collector by clement127 – CC Licensed on Flickr

There’s an expression in computing – Garbage In, Garbage Out. It doesn’t matter how pretty your graphs are, if the data underneath is garbage, you may as well not have bothered.

In all the conversations I’m seeing around rethinking assessment at the moment the one thing that I’d hoped to see more of is conversations about the validity of the data.

Do the scales that we invent actually match how students learn?

If learning is really invisible, are the measures of performance we’re adopting to measure them by proxy really the best ones we can have?

The detail we use to describe levels of outcome in one piece comes at the cost of transferability to other work. Is the price of losing ‘trackability’ worth paying for better learning in the specific piece? (I’m inclined to think, but this is early day thinking)

No answers yet, but they might start to emerge in future posts.

0

Staffrm.io #28daysofwriting

StaffRm

I first heard about StaffRm at TMBETT, and this month I’ve begun to notice many of the links tagged with #28daysofwriting linked back to the site.

The site seems to be a halfway house between Twitter and a blog – there are still limits on posts (500 words) and much of the functionality in terms of following and community building has come over from Twitter, but obviously the content is much longer.

I had (have) some concerns about the locked down nature of the platform (there’s no RSS feeds for example), but it’s still early days, and new features have already been added since the first version, so I’m crossing my fingers that this is something that might be addressed in the future. In the short term at least, the sense of community that is developing, especially around people commenting on each others posts, is enough to make me think it’s worth investing some time in.

Like David Rogers and others, I’m trying to work out the relationship between my blog over there and this space. For now I’m just cross posting a few of the posts from here over to there.

If you’re looking for a place to start sharing ideas beyond 140 characters then I’d really recommend you check it out.

0

Trello – Getting Organised. #28daysofwriting

Trello screenshot

I missed a few posts last week, but I’m keen to try and hit 28 posts in 28 days. So, I’m going to try and produce four short posts in the next 28 minutes to get me back on track.

Yes, I know it’s cheating…

I’ve never been the most organised person in the world (I can hear several people chuckling as they read this), but back in Olchfa I’d found a system that (mostly worked), but using a inbox zero approach using my school Gmail account, and Google Tasks.

In my new job we have Outlook Online and it doesn’t have many of those features I’ve got used to.

I’ve tried several systems, but the one I’m finding the best at the moment is based on a system called Trello which I found thanks to Doug Belshaw.

You can create a series of boards, with an many lists and cards as you want. Each card can have an expiry date set, and labels and checklists applied to it. Although I’m not using the function yet, it is also possible to collaborate on boards with other users.

How do you stay organised?

0

I have mostly been reading…

7749072764_6822bda764_z
Image credit: RSS icon by Jurgen Appelo. CC Licensed on Flickr

Didn’t do this last week, but I thought I’d do another summary of some of the things I’ve highlighted in my Feedly account over the last couple of weeks. A fuller list of the blog posts I’ve tagged can be found at ihavemostlybeenreading.tumblr.com

Assessment without levels – the story so far

One of the features of BETT was the number of companies offering a solution to ‘life after levels’. What I really like about the model described by Shaun Allison here is the way that it links so fully into the culture of the school. Reporting progress was something we adopted a couple of years ago. For me the most interesting thing about this is the way it’s linked FROM a baseline measured by the school, rather than some kind of end of KS predicted level.

Moneyball for schools: can we use data like the Oakland A’s?

On a similar theme, Harry Fletcher Wood looks at some of the problems with data use as it currently works in many schools, and moots some ideas of how we can move forward.

Teaching to the test or gap analysis?

Hayley Earl shares her thoughts about what we do with the data from assessments when we’ve got it.

Only Connect

I love Only Connect, so I was really pleased to hear via the freetech4teachers blog that Russel Tarr has brought out a Connecting Wall generator on the excellent class tools.net site

Using Homework More Effectively

I really like this idea being developed by Kenny Piper for making homework more useful within the constraints of his school’s policy

Helping parents, help students, helps you.

This post from Kristian Still outlines some of the resources his school puts together for the parents of Yr 11 students. Another great idea for really useful parental engagement, and worth a read

Teaching students meta-cognition & self-regulation skills for the examination hall

A great post from the always excellent John Tomsett about sharing his thought processes while completing an exam paper with his students. A really interesting idea.

History Resource Cupboard

I hadn’t come across the History Resource Cupboard until this post from Ed Podesta. Well worth a look if you’re a history teacher

Marking, Feedback and ‘Closing the gap’ policy

I really liked this policy from Penyrheol School that shifts the ‘how to mark’ policies that many schools have to a ‘why we mark’ policy. Well worth a read.

Cliffhanger learning

Ewan on how sharing ‘what we will be learning’ doesn’t mean that they will, and can actually kill some of the drama and mystery that we can use to engage them and help them learn.