With thanks to Deputy Head Michael Tidd for this thought-provoking article.
They say that ignorance is bliss, and the past few years have provided us with a whole host of unknowns to add to our blissful state!
Except, when you’re a teacher on whom the education of 30+ pupils depend, working in a system of strong accountability and high stakes, the unknowns are often simply unnerving. I sometimes feel like I’m trying to second-guess what’s in the mind of the Department for Education and trying to work out what ‘expected’ looks like.
All of which would be easier if it was fixed in stone well in advance. We’ve already seen in the past year how tweaks are still being made to the system. Last summer, I can’t have been alone in worrying about the outcomes for my pupils on the Optional Tests. Now as we approach the first set of statutory tests, we know that things are perhaps not quite as bad as they first seemed.
The test frameworks were republished in July, and changes contained within them suggest a slightly less frightening expectation for the forthcoming tests. But we have to come to terms with the fact that for a year or two yet, we just won’t be able to say with certainty how many marks will be needed to reach ‘the expected standard’.
Once you accept that, it can actually be quite liberating. Instead of worrying about the individual points and the tallies on test results, we can instead look at what children can and can’t do, and explore ways of helping all children to make better progress. Continue reading →