Joy!

#FridayFive

1. Rain. The Beatles
2. A Rainy Night in Soho. The Pogues
3. Protected From The Rain. Grandaddy
4. Morning Rain. I Am Kloot
5. Walking in the Rain. Sweet Baboo

If you're curious to know more about the role of knowledge in learning and curriculum, download this free e-book, a collaborative effort by an international team of eight experts. link.springer.com/book/10.1007...

Developing Curriculum for Deep Thinking This OA book proposes a way forward to effectively teach knowledge and complex cognitive skills in school and achieve equitable opportunities.

I’m very much looking forward to reading this. Curious as to what extent the ideas within can be applied to Curriculum for Wales.

link.springer.com/book/10.1007...

Very interesting. I don’t tend to find too much disagreement on purpose. Most agree we want to help pupils make sense of the world around them, critique, shape and thrive in that world. Or variations of that.

Where I feel we do lack consensus is on the best way to achieve the purpose.

But this part of the guidance is about key principles that are essential for “meaningful learning” for all ages. So therefore I read this as “play based learning is essential for all.”

Have I got that wrong?

Things to consider here from a CfW perspective

Fascinating consultation here from the Welsh Government on extending the "enabling learning" section guidance of the curriculum beyond just the foundation phase (3-7 yo) all the way to 16 year olds.

The Foundation Phase (FP) was a flagship Welsh Government policy introduced in 2008.

NEWS - Welsh Government intend to require all teachers in Wales, Foundation Phase right through to secondary to use play & play-based learning.

If it's in the guidance, Estyn will inspect it. There's a consultation on it, closes Dec 20th. Tell WG what you think www.gov.wales/curriculum-w...

Coming soon to a secondary school near you (if you live in Wales)…

Enabling adults & play based learning.

I’m not suggesting exams are perfect. Far from it. But increasing the amount and weight of NEA is problematic on many fronts, not least the impact on pupils from disadvantaged backgrounds. I’ve yet to hear a convincing argument as to why it’s happening. And I’ve asked a lot of people.

If I was on a mission to close the disadvantage gap, the one thing I certainly would not do is increase the amount & weighting of coursework/non-examined assessment.

If I was on a mission to solve recruitment & retention crisis, one thing I’d certainly not do is increase the amount CW/NEA.

Yet…🤯

🏴󠁧󠁢󠁷󠁬󠁳󠁿🏴󠁧󠁢󠁷󠁬󠁳󠁿🏴󠁧󠁢󠁷󠁬󠁳󠁿

1. He’s Simple, He’s Dumb, He’s the Pilot. Grandaddy
2. The Cedar Room. Doves
3. Slow Life. Super Furry Animals
4. Dry the Rain. Beta Band
5. Sea Within a Sea. The Horrors

#FridayFive

For anyone who followed me on X and has just started following me here, rest assured I’ll still be trying to make sense of Curriculum for Wales, as well as posting about how coursework/non-examined assessment is inherently unfair.

Ymlaen!

We have a special report out:

Inside the reading crisis leaving thousands of children in Wales unable to read www.itv.com/news/2024-09...

An important discussion to be had, especially as some continue to challenge the role of phonics in learning to read

www.itv.com/news/2024-09...

A very thorough analysis of where reading is at in Wales.

www.itv.com/news/2024-09...

This is a worry. @impactwales.bsky.social

Combined, that should give us a real insight into progress, what the next steps are and we can support that.

All pretty logical really!

Teach-check-respond cycle can be…

Short cycle: informal, minute by minute during lessons. Constant checking for understanding and responding.

Medium cycle: half termly or so, sampling learning from that period.

Long cycle: once or twice during the year, sampling from the whole year

Yes. Essentially aligning curriculum & assessment. The clearer we are on what we intend pupils to understand and be able to do, the easier it is to assess whether they understand and can do those things. Then we respond based on what we discover. A continuous cycle of ‘teach-check-respond’!

1. Seldom Seen Kid. Elbow
2. Pumping On Your Stereo. Supergrass
3. Something 4 The Weekend. Super Furry Animals
4. The Breeders. Cannonball
5. Patio Song. Gorky’s Zygotic Mynci

#FridayFive

Based on a lot of reading and exploration that we’ve done (CfW guidance, Dylan Wiliam, Daisy Christadoulou) from which we’ve developed assessment approaches and a system that aligns with our curriculum and school culture.

Ours are essentially continue to develop curriculum and pedagogy further, embed new assessment system across the school and strengthen culture of ‘ambition for all’. Research underpinning what we do in all areas.

Ydy. But be aware that you’re there to provide the coffee first and foremost. If (and only if) two sessions become available may you present. And even then, coffee comes first during those sessions. Popeth yn iawn?

That weekend falls at the end of the half term break so I think we’ll avoid it. We’ll confirm a date over coming week or so and then get organising!

Noted!

Throughly enjoyable, fascinating and inspiring day at #rED24. Great to see so many familiar faces. Huge thanks to all involved in organisation and the great hospitality.

Time to consider #rEDCymru25 I think!

@tombennett71.bsky.social
@hgaldinoshea.bsky.social

Oracy: fad or fundamental?

Either way Martin will talking.

#rED24