Chronic inability to complete homework tasks led a number of students to fall behind, and led to gaps in understanding that might only appear at an assessment point much later on – and with the volume of content and challenge of the new exam specifications, it’s critical to identify those gaps quickly.
If there’s one thing I learned as a head of year in a large comprehensive school, it’s that homework is the one aspect of school life that all parents can really engage with. For many parents, quite rightly, it’s a barometer by which to measure activity in the classroom and the attention their child is receiving.
Now more than ever before, the path to excellent student outcomes at GCSE and A-Level is a challenging one for schools. On top of newly introduced, highly challenging exam content, schools must ensure they are accurately baselining KS3 students, making sensible and challenging predictions of their potential, and ensuring that students make expected progress.
Producing student reports is only a valuable use of time if you can apply the lessons learned from them.
We have therefore designed a system based on the principle of ‘collect once, use many times’ so that reporting can be efficient and effective.
Increasing focus is being placed on SPaG (or GPS) in the English curriculum, and as an element of writing that is applicable across all subjects, it is essential to get it right from the very beginning.
Doddle Parent can transform how you communicate with parents. You can share clear, up-to-date assessment and progress information with your parents, across all subjects. Parents see an overview of their child’s strengths, and a detailed list of next steps for learning.
Ofsted’s recent report ‘Key Stage 3: The Wasted Years?’ has certainly stimulated a lot of conversation over the last couple of months, not least for what blogger, Sion Humphreys, aptly referred to as its ‘Adrian Mole-like title’.
As the new term begins, schools continue charting unfamiliar waters. In a sea of change, schools are modifying their curricula and practices; which is no small task.
As parents’ evening looms, many teachers will be frantically collecting assessments and feedback in the hope that they can tackle any question fired at them. But how can we be sure that what we are communicating is clear, specific and meaningful?
In the absence of guidance from the DfE following the removal of levels, many school leaders had a perfectly natural reaction: to look at what other schools were doing, and see what assessment systems were out there.