At the end of 2017, apprenticeship and skills minister Anne Milton released the Careers Strategy, outlining practical solutions in order to create a thriving careers system that is accessible to “everyone, whatever their age, to go as far as their talents will take them to have a rewarding career”.
Since creating the first version of Classroom Monitor over 12 years ago, I have seen both technology and assessment change beyond recognition. Now, pupil trackers come in all shapes and sizes; whether it’s using Excel or a web-based assessment application, you need to do more than just collect data. My founding principle has always been that assessment systems should fundamentally: save time, follow your specific curriculum and engage all your school stakeholders with actionable insights. But how should schools choose the best assessment solution for them?
A typically time-pressed Secondary school teacher, Rob spends most evenings planning lessons, marking work, grappling with new specifications, deciphering mark schemes and pondering issues of behaviour management. In his third year of teaching English, he enjoys his work, but increasingly feels there’s just not enough hours in the day. Oh, and he’s just learnt he’ll be picking up a GCSE Drama class in September…
With a history as long as ours, it won’t come as a surprise that we’ve learnt a thing or two about teaching boys along the way. The past 175 years has taught us much about understanding boys and how to motivate them to perform to the best of their ability. We greatly value our heritage and traditions, and our school motto - ‘Supera Moras’, or ‘Never Give Up’ - still inspires our way of thinking.
We live in age where there is unprecedented pressure on schools and school leaders. The pressure of a challenging and ever-changing Ofsted framework, budgets which are paper-thin, progress measures which force us to compare our pupils with other children nationally, and some of the most academically-stretching testing expectations ever. It’s enough to make the most experienced of school leaders crumble. Set against this context, it is easy to see why many school leaders are turning to formulaic and rigid schemes of work, as well as practises that promise to drive up pupil outcomes and produce the goods in terms of pupil attainment.
When there's a push to disrupt the status quo, those that feel most comfortable within it become defensive; questioning the change and downplaying it, or perhaps even claiming there is no problem. They may go one step further and warn of dire consequences, claiming the privileged will become the disenfranchised, which they’ll argue is no better than the current system. People are resistant to change, especially if they benefit from the current norm.
Education is ripe for disruptive change, leading to innovative practices that improve learning outcomes for our students. What might have worked in the past will not necessarily have the same impact today, as the world has changed dramatically in a short period of time. It’s safe to say that the seismic shifts we are witnessing as a result of technological advances will continue to reshape our world in ways that we could never have imagined. Disruption has become commonplace in the new world, and organisations have moved from adaptation to evolution in order to not only survive, but more importantly, thrive.