Last seen: Sep 6, 2026
I completely agree. I'd like us to move towards asking: "What changed in the pupil's work as a result of this feedback?" rather than: "How muc...
@emily-clarke That's a really useful formulation, Emily: "What is the end point of the scaffold?" I think that could become a useful prompt for ...
This could work particularly well if we agree on the thinking behaviours we want pupils to develop rather than creating another cross-curricular progr...
The terminology point is particularly interesting. We've found that pupils can sometimes follow a procedure but struggle to explain what they've don...
This links closely with the curriculum sequencing work we've been doing more broadly. One useful question we've started asking departments is: "Wh...
We've been looking at this from a teaching-and-learning perspective rather than treating problem-solving as a separate strand. One thing that seems ...
We’ve aligned ECT CPD with whole-school pedagogy focus rather than creating separate strands. This has reduced cognitive overload.
We’ve trialled “I Do → We Do → You Do” explicitly in mixed-ability groups. SEND learners responded well when success criteria were broken into micro...
The curriculum intent/execution alignment section is particularly helpful. We may want CPD around “articulating sequencing rationale” before Summer.