Mike Randall, maths teacher at Malmesbury School and author, ASDAN’s new Accelerating Progress maths course, which is aimed at helping learners gain a grade 4 or 5 in the new, more demanding GCSE, writes.
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Does it actually mean anything?
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A response to Lord Baker’s recent suggestions.
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Amidst the celebrations and congratulations of yesterday’s GCSE results, there seems to have been some confusion over what English courses count in what measures. In my conversations with school leaders over the last 24 hours, I’ve tried to pick the
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Colin Logan reflects on a recent data conference with Tim Leunig, and reminds schools not to try to predict Progress 8 scores.
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Head of Research Tom Middlehurst asks everyone to pay attention to the language they use when discussing the government’s Ebacc proposals.
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We pick out a number of responses to the DfE’s consultation on the proposed EBacc measures.
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Bill Watkin explores the implications of proposed cuts to non-Ebacc subjects.
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Bill Watkin considers the latest termly email from the Secretary of State and the ongoing changes in education.
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On Tuesday, the government launched the long awaited consultation on the implementation of the Ebacc. Bill Watkin highlights the key questions posed.
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