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This tag is associated with 5 posts

Marking is damaged, but not broken……..yet

  I Believe it’s time to reclaim marking and make it our own again. It’s time to establish the hard facts, analyse what the research tells us and debunk the myths.  Ask any teacher across various educational contexts what is top 3 in terms of their workload burden and I predict this will always include … Continue reading

The Marking Treadmill…… is it time to get off?

There appears to have been a resurgence in anxieties and pressures around teacher workload, and the marking burden seems to be at the forefront of discussions for a vast majority of teachers. Without any doubt, marking and feedback is a non-negotiable, an essential element of teaching and learning and one that if done effectively can have … Continue reading

Book Looks – Inclusive, Developmental & Reflective

Work scrutiny, well that’s nothing new I hear you say, and you’d be right. However, the question I ask is, how and where does this sit within a schools teaching and learning strategy – to what extent does it relate to targeted CPD and inform sharing of practice, involving all staff and not just benefit those … Continue reading

What does progress actually look like?

In education and even more so as teachers, we hear the term progress all the time; all students need to make progress, progress checks, planning for progress, data informing progress, progress through effective feedback and so on… but what does progress actually look like in day to day classroom practice and how can we measure … Continue reading

Marking – Effective, Developmental & Time-Saving

Finally, in a time of what appears to feel like the ‘shackles’ are starting to come off in terms of a less OFSTED driven, prescriptive evaluation for teachers across the country, it seems that creativity, innovation and risk-taking are all starting to blossom in schools.  This is fantastic, music to my ears, and as a … Continue reading

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