There is a risk that the mistakes of the past – both teaching to the test by schools and micro-management of the school system through the means of exams and league tables – may be repeated in the EBC.
nternational evidence from high-performing education systems suggests more formative assessment during schooling would be beneficial
But an over-reliance on summative assessment can distort the quality of education by becoming the dominant focus of school activity.
Removal of the currently over-specified and repetitive national curriculum from primary schools in favour of clearly defined goals on literacy, numeracy, science and computer science.
more stretching
judged by Ofsted
Move the focus of our exam system to 18 and develop clearly rigorous and stretching standards for both academic and vocational A-levels, with maths and English retained until 18 for both
A study
should be commissioned to advise on the right balance of timing and the optimal mix between formative and summative assessment
Clear indication that the system as a whole is not supporting a generally accepted set of goals. Instead, the schools are trying to achieve a goal they see as important at worst while fighting the systemic demands.
One such school leader told us they had taken a conscious decision with one group of young people to focus on five key subjects and some life skills, knowing that the accountability system would score them down for it, as it expected eight qualifications from all students at that time.
Our system should reward schools making brave decisions which focus on boosting long-term outcomes for pupils, not punish them.
It should be able to survive changes of government and provide the test against which policy changes and school actions are judged
shine the light on whether the system is truly addressing the needs of all students, rather than just the few required to meet a government target.
Focus on raising the ambition and attainment for every child as far as their abilities permit
guide young people effectively on their choice of enabling subjects…
thos and culture that build the social skills also essential to progress in life and work, and allow them time to focus on this
Have a school accountability and assessment framework that supports these goals rather than defining them.
social literacy
a range of core subjects
ncluding critically maths, English, the sciences
effective use and understanding of computer science.
‘enabling subjects’
humanities, languages, arts, technical and practically-based subjects
equip a young person to move on
o university, or to an apprenticeship or vocational qualification
a set of behaviours and attitudes,
An exclusive focus on subjects for study would fail to equip young people with these, though rigour in the curriculum does help
‘employability skills’
Behaviours can only be developed over time, through the entire path of a young person’s life and their progress through the school system.
right context at school
A supportive culture, pastoral care and the right ethos are all needed to make the difference.
a long tail of pupils failing to achieve the desired outcomes can no longer be accepted.
enable all of our young citizens to reach the desired standards.
conflicting expectations placed on schools.
renewed system should be able to judge performance against the goals based on more complex metrics.
judgement
on overall culture and ethos, teaching and governance
group of data points, including testing but also outcomes data.
Development of a clear, widely-owned and stable statement of the outcome that all schools are asked to deliver.
beyond the merely academic, into the behaviours and attitudes schools should foster
basis on which we judge all new policy ideas, schools, and the structures we set up to monitor them
Ofsted
asked to steward the delivery of these outcomes
resourcing these bodies to develop an approach based on a wider range of measures and assessments than are currently in use,
The teachers who instruct the most advanced American secondary school students
render mixed verdicts about students’ research habits and the impact of
technology on their studies
The Frayer Model draws on a student's prior knowledge to build connections among new concepts and creates a visual reference by which students learn to compare attributes and examples.
"The Frayer Model is a strategy that uses a graphic organizer for vocabulary building. This technique requires students to (1) define the target vocabulary words or concepts, and (2) apply this information by generating examples and non-examples. This information is placed on a chart that is divided into four sections to provide a visual representation for students.
"
"The Frayer Model is a vocabulary development tool. In contrast with a straight definition, the model helps to develop a better understanding of complex concepts by having students identify not just what something is, but what something is not."
"NFL players steal the spotlight for lots of reasons. Proficiency in grammar has never been one of them. Mark Saldanha, a second-grade teacher at Elmwood Franklin School in Buffalo, N.Y., decided to use that to his advantage last week, when his class selected tweets from NFL players -- and then corrected them."