It’s not easy to turn a school around, but the principles are simple
This is the 5th post in a series about how we are designing our own post-levels curriculum and assessment model from scratch.
The story so far:
- The Spy Who Loved Us – Part 1: “The name’s Beyond…..”
- An Ethic of Excellence
- Using cognitive science to inform curriculum design
- Assessing without levels
This latest update contains a miscellany of information and ideas that I’ve shared at our second curriculum conference and most recently at the Dare to imagine – Education for the 21st century conference and the Cramlington Festival of Learning TeachMeet. It attempts to pull together more detail on:
- context and why we are moving away from levels
- the interplay between curriculum planning and assessment
- tracking of progress
It also includes a number of curriculum planning tools that could be used to adopt a common planning framework.
A new taxonomy?
Most of us are familiar with Bloom’s taxonomy and the SOLO taxonomy, however, the end of statutory levelled…
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