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attainment

Why wellbeing and relationships are key to learning in the classroom

August 27, 2020September 14, 2020Hannah Ball 2 Comments

Being in the midst of a pandemic means there has never been a better time to focus on the importance of relationships and connection in schools, as well as the wellbeing of students and teachers. But, it shouldn’t have to take a global health emergency for us to prioritise the things that research has been […]

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Read the Way with Project X: Teaching Thematic Clusters

November 7, 2017October 9, 2018Oxford Primary

Read the Way with Project X: Teaching Thematic Clusters Some of you will know that Project X Origins is structured in thematic clusters of four or five books, but did you know that there are several key benefits to the theme/cluster structure? Read on to find four key ways in which the thematic approach of […]

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What have we learnt from the new assessment and accountability arrangements? Practical next steps

September 15, 2016March 19, 2018Oxford Primary

The first few weeks of a new school year usually involves both looking forward and looking back. The summer of 2016 saw an almost completely new set of national assessment and accountability arrangements and schools are analysing how they’ve done and pondering the implications for the years ahead. We don’t have all the results yet […]

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Updated: Assessment after levels – so what will it look like?

April 11, 2016April 11, 2016Oxford Primary

The summer of 2015 saw the end of a 25-year period in primary schools when attainment was assessed and reported in relation to a continuous scale of ‘level descriptions’. Along with levels, the old National Curriculum and its associated assessment and accountability arrangements, are now consigned to history and everyone involved in primary schools – […]

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Updated: Practical steps for accountability

April 11, 2016April 11, 2016Oxford Primary

In a previous blog post, I summarised the criteria of the two school accountability measures that will be used in 2016 – for floor standards and for ‘coasting schools’. For most schools, the main implication of the new measures will be to place a greater emphasis on progress – the progress which every pupil makes during the […]

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Practical steps for accountability

December 10, 2015March 19, 2018Oxford Primary

In a previous blog post, I summarised the criteria of the two school accountability measures that will be used in 2016 – for floor standards and for ‘coasting schools’. For most schools, the main implication of the new measures will be to place a greater emphasis on progress – the progress which every pupil makes during the […]

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Working together to help assessment work for pupils and parents

November 18, 2015January 14, 2016Oxford Primary

Many of the Government’s statements about assessment under the National Curriculum 2014 have stressed that, with the exception of the national, statutory arrangements (e.g. tests and teacher assessment at the end of Key Stages 1 and 2 and the Phonics Screening Check) each school should determine its own assessment policy and practice. Here’s a typical […]

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Assessment after levels – so what will it look like?

November 6, 2015January 14, 2016Oxford Primary

The summer of 2015 saw the end of a 25-year period in primary schools when attainment was assessed and reported in relation to a continuous scale of ‘level descriptions’. Along with levels, the old National Curriculum and its associated assessment and accountability arrangements, are now consigned to history and everyone involved in primary schools – […]

Read more
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