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Tracking Student Progress: Using Data in International Schools

October 27, 2022October 27, 2022OxfordAQA
OxfordAQA's Head of Teaching and Learning Support discusses how international schools can use data to improve student progress

Data often gets something of a bad press in education. It is seen by some as a dehumanising force: reducing real, living students to faceless numbers. However, this is to miss the point of data in education. It is precisely by putting the people to one side – for a moment – that we discover […]

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Getting stuck in: a simple way to engage parents

May 16, 2017May 15, 2017Oxford Geography Team
Examples of completed stickers

Like many schools, the majority of our geography department interventions occur in Year 11 with all hands on deck to ensure target grades are met and significant progress has been made (and can be shown!). As part of my role as Head of Department, I am seeking ways to try to avoid this mad rush […]

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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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Primary School Accountability in 2016

January 29, 2016January 29, 2016Oxford Primary

Today the DfE published a document called Primary school accountability in 2016. Although it is mainly concerned with the technical aspects of how the accountability measures for 2016 will be calculated, it gives a handy overview for schools about what will be reported in 2016. This includes how progress measures will be calculated, which is very different to the current […]

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Get the most out of your guided reading sessions

January 22, 2016June 7, 2018Oxford Primary 1 Comment

To get the most out of your guided reading sessions and ensure every child makes progress in reading, I recommend you use The Simple View of Reading as a device for organising your guided reading groups. This series of blog posts will give you practical advice on how to make guided reading work for every […]

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Spark your students’ interest in science

December 10, 2015December 18, 2015Oxford Science Team

My daughter was indignant to be rewarded by her primary school for reading at home six times in a week. The pleasure from her books, she told me, was reward itself. This got me thinking. In school science, do we focus on the intrinsic rewards of the subject itself, or are extrinsic rewards – achieving […]

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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 – […]

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