Earlier this year, the Teacher Development Trust called for a move away from models of one-off, one-day continuing professional development and learning (CPDL) for teachers, to more effective longer-term programmes of support and engagement. This raises questions about the role of ‘In Service Education Training’ (INSET) days. How do school leaders protect these days, building them into CPDL […]
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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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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 […]
Read more17th September saw the publication of the final assessment information from the DFE. This included the following: The Final Report of the Commission on Assessment without Levels The Government’s Response to the Commission’s Final Report Interim Teacher Assessment Frameworks for end of Key Stage 1 and end of Key Stage 2 In the next two blog posts we will attempt to give you a brief overview of what the information contained and what impact this information will […]
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Last week I was leading a session at York university entitled native speaker orientation. I was trying to explain to the students from France, Germany and Spain who have just started their teacher training here the differences in the various types of schools in the UK. Of course, this involved looking at how we have […]
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