The shift to a ‘school-led system’ has been a defining strand of Coalition and Conservative education policy – first in school improvement and leadership development, and now extended to other aspects of education policy. In relation to initial teacher training (ITT), it has meant radical changes in approaches to the delivery of training, with many implications for how we think about ‘the teaching profession’, as well as for securing teacher supply. As the government rolls out its latest reforms for managing ITT, it’s interesting to reflect on the progress made so far in implementing schools-led ITT, and where we might be heading in future. Read more ›
Guest blogger: Jerome Finnegan.
The Read On. Get On. coalition is working towards the ambitious goal of all children in England attaining a good level of reading by age 11, by 2025. Two new reports released by the campaign, for England and Scotland, featuring new analysis by the UCL Institute of Education (IOE), highlight the critical relationship between children’s early language development and later reading and comprehension skills. So much so that the campaign has adopted an interim goal: ensuring that all children achieve a good level of language development by age five. Read more ›
Dominic Wyse, Rosemary Davis, Phil Jones, Sue Rogers.
If asked to summarise the main features of current early years and primary education policy, a teacher might be forgiven for homing in on the following: over-reliance on synthetic phonics; continual performance monitoring of narrowly measured learning, in a limited number of areas; challenges to play-based learning; and reductions in professional agency. Read more ›
Will the 2015 drive for curriculum entitlement succeed where 1988 and the national curriculum did not?
We’ve been here before. A government re-elected; impatient to press on with education reform; concerned about the way schools respond to change; determined to implement radical curriculum and assessment change.
This time it is the proposal that the EBacc become a requirement for all 16-year-olds. In 1988 it was the then novel national curriculum. It was to be a requirement for all pupils from 5 through to 16, embedding academic subjects as the building blocks for curriculum planning. Read more ›
About six months ago I released a paper discussing the reason for East Asian success in the OECD PISA survey of 15 year olds’ skills and knowledge in reading, mathematics and science, focussing largely upon the role of home background and culture. I have been somewhat overwhelmed by the number of people who have shown an interest in this paper and who have contacted me about this work since. Today, I present some evidence on the other side of the story – the ‘impact’ of East Asian teaching methods on children’s mathematics test scores. Read more ›