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Showing posts from April, 2016

Eliminating workload: are curriculum change, behaviour and tutoring the elephants in the room?

The three reports published in March by the workload review groups make interesting reading. They have been informed by the workload survey, although didn't contain a huge proportion of teachers nor make much reference to research (with the exception of the planning report). The recommendations, to me and the team I work with, are common sense. However, three activities that generate workload were missing and the process has failed to take a holistic approach because, let's face it, all issues are workload issues, indeed each report contains the standard phrase 'there is no single reason behind excessive workload.' The three areas missing are top down curriculum change, behaviour management and tutoring.  Now, before I start, all of these are essential, but do have major workload implications, especially if we want teachers to focus on the main thing, which is teaching and learning. Every decision made should ensure that teachers are able to collaboratively plan s

Creating connections between secondary and primary classrooms

Making connections between primary and secondary classrooms from David Rogers I've had better times. As I make and near some important decision making I'm taking some time to reflect about what the last two years and two terms in senior leadership has taught me.  The first was the subject of a workshop given during the recent Geographical Association Conference in Manchester and involves primary and secondary classrooms.  The slides can be viewed above, and what follows is a brief overview of the context, my thinking and some practical examples. As a leader (heavily involved in Pupil Premium students within a mainstream secondary school that serves a wonderful yet very diverse local community) I have come to believe, amongst other things, the following: Schools should be operating at a 0-18 age scale and follow and support their alumni through to their first job.  Transition isn't good enough and too many students fall by the wayside. The important thing is