On 15 January 2021, a story on the BBC website reported on an A-Level student who started a campaign to ‘scrap any external exam assessments’ stating that, “he was concerned the ‘quality of learning’ for pupils had been so varied that it would be unfair to expect students to sit externally set assessments”. The student added: “there needed to be a system that considered the ‘varying circumstances’ in which pupils were studying”.
In lieu of our planned CollectivED / GCI conference in June (now rescheduled for November 9th) we are hosting a new webinar series drawing on the conference themes of Better professional conversations; enhancing education one discussion at a time.
In this blogpost CollectivED Advisory Board member and Carnegie School of Education PhD student Charmaine Roche invites participants to join a special CollectivED symposium.
The DfE is set to enforce the highly controversial ‘Reception Baseline Assessment’ (RBA) examination for 4-5 year olds this September despite the Coronavirus pandemic.
As abnormal becomes our new normal, many people have missed memorable experiences that will never be recovered. Whilst the severity of the impact of the coronavirus will differ from person to person, it is important to ask: how do we respond to adults and children alike in this situation?
We have a saying in our office: ‘Keep it real!’ Keeping it real for our second year Primary Education 5-11 and final year Primary Education 3-7 trainees, (with QTS), includes the Alwoodley Reading Project, first established in 2013 and extended following our Ofsted Phonics Monitoring Visit in 2015.
Education leadership is often talked about in hushed terms, there are so called hero-heads, there are numerous personal published narratives on leading schools, and we borrow and build theories of educational leadership.
There are some enduring questions about teachers and school leaders as a profession. What does it mean to be part of the teaching profession? Are teachers too often ‘done to’, or are they viewed as having emerging expertise? As professionals do they feel isolated or part of a unique and significant community? Should we be more concerned with the individual person or the characteristics of the collective? How are individual educators’ lives shaped by and contributing to the profession as a whole?
Often on social media practices such as coaching are presented as silver-bullets. In education there are many versions of coaching adopted and some are contested, some highly marketed, some are short-lived school-based innovations and others become woven into the professional fabric of schools.