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Jules White, head of Tanbridge House School, adds his support to the June 2018 Headteachers’ Roundtable blog; and conclusions from a recent Arcadis/SSAT report offer schools some suggestions for coping in the meantime.
SSAT Aspirations Show workshop July 2018 report.
Rob Jones, science teacher and SSAT Leadership Legacy Fellow, All Hallows Catholic College, extols the value of more productive methods of marking including photographic, audio and video feedback.
Steve Lee, Sutton Community Academy, describes their overhaul of the process, which made access easier for both students and staff, and has boosted completion by removing the possible excuses.
Lead practitioner Abby Chivers, assistant principal in charge of teaching and learning and CPD and assessment, Bristnall Hall Academy, identifies the key element of her role.
Clare Taylor, EFA Lead, Helsby High School, describes key features, including staff enjoyment through teacher-centred development, and student involvement in success criteria.
Helsby High School teachers and school leaders share their experience of embedding formative assessment through the two-year teacher learning communities (TLCs) programme, authored by Dylan Wiliam.
Sarah Sawyerr, assistant headteacher, Ricards Lodge High School, explains how their initiatives have included students running training sessions for educational and health care professionals, and primary pupils.
There are many nuances in the understanding and management of pupils with autism, explains Yvette Jackson, head of English, Bay House School and Sixth Form.
Emily Evans, chief executive, The Economist Educational Foundation writes.