I have done a lot of work all over the country for the past couple of years trying to help schools to move forward with the new curriculum, and particularly with venturing into the brave new world of life after levels.
Having initially been reticent, I have been a keen advocate of schools taking control of assessment so that it matches their curriculum, and moving away from points-based systems which expect linear progress. No teacher has ever argued that a linear model makes sense; we all know that it was meaningless. In many cases schools and their leaders feel liberated to focus on what matters for their children. Teachers are freed up to focus on real assessment that drives teaching and learning, helping children to make better progress.
Except there’s that word.
For the first year or so, headteachers would often ask me: but how do you show progress? As…
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