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The embedding formative assessment programme was created following over ten years of research by Dylan Wiliam and Siobhan Leahy. All elements of the programme underwent rapid prototype testing, from the size of teacher learning community groups, the time between workshops and the structure of the sessions. The structure of the session alone is on its approximately thirteenth iteration.
Over the last few years, most schools have revisited their approach to curriculum planning. Rightly or wrongly, the publication of the latest Ofsted framework, particularly one with a very specific focus, tends to redirect people’s energies.
Schools are facing the worst teacher recruitment crisis since the Second World War, but there is little recognition of this in the mainstream media and little comment from the DfE.
May 2020 was a defining moment for the world: the injustice of George Floyd’s death precipitated protests across the world for racial inequalities at the core of society, inequalities that rested in the very institutions that were supposed to underpin social justice.
Year nine is a key transition point in a student’s journey. For the first time, they are being asked to make decisions which have the potential to alter their future life choices. At this young age, it is vital that students, parents and teachers work together not only for their options, but also as they become increasingly independent.
Transition means moving beyond something. It is a process that every child will go through, along with every adult that surrounds them. It seems to happen all of a sudden, but how can we help?
A panel discussion with leaders of the lower school at GEMS Wellington International School.
The selection process is underway for the next HMCI to replace Amanda Spielman at Ofsted from next January. Here is an open letter to the applicants.
Many schools in the network feel that transition into year 7 has become a bigger issue in recent years.
A culture of risk-taking and collaboration, a focus on workload reduction and staff wellbeing, and a commitment to changing the feedback policy have underpinned the successful adoption of the Embedding Formative Assessment programme at St Julie’s Catholic High School.
