@andyburnham You assume there are two types of pupils: those who thrive with 'academic' subjects & those who need 'hands-on' qualifications. My experiences teaching in high-performing schools tell me that this isn't true. I fear this policy will condemn many pupils to a very limiting pathway.
For a long time setting in maths has been seen as "symbolic violence" that harms low attainers.
But now a major study by the EEF & IoE shows setting has no negative impact on low-attainers & positive benefits for high attainers.
https://t.co/q2I2KOG0Q1
Digital exams will be a disaster for schools & for education in this country. It will be costly, will make teaching worse & be a nightmare for schools to implement.
You don't help children with SEND by teaching them worse.
It isn't complicated.
You need high behavioural expectations, strong, predictable routines, and clear explicit instruction. Those are the ingredients.
Immensely proud of the journey of the maths department during my time at Ark Greenwich, my final cohort as HOD have achieved 97% 4+ and 89% 5+. The scholars have secured themselves bright futures. I’m so excited to go on a similar journey in my new role.
Knowledge is beautiful & intrinsically worthwhile. If we always ask ‘what use will this bit of knowledge have?’ then schools become means to ends rather than places where we induct pupils into conversations about the incredible disciplines our civilisation has built up over eons.
It's progress 8 day!
On the left, schools with over 30% pupil premium, ranked by the P8 of their pupil premium students.
On the right, a chart showing the overall effect of increasing PP numbers on a school's P8.
Firm takes are hard to make, but it's pretty striking.
Taught statistics this year - taking over someone else’s class in Y11 is always a challenge. Especially when you haven’t taught it before but the scholars achieved 80% 7+. They worked SO HARD and I’m so proud.