Why don’t you ask pupils to do their own marking?

Why don’t you ask pupils to do their own marking?

Nov 19, 2018 | TES

Matthew Kleiner-Mann for TES Newspaper writes about the roots and impact of Ivy’s ‘No Marking – Fast Feedback Policy’. “When he saw one of his NQTs leaving school one evening with a suitcase full of marking, Matthew Kleiner-Mann knew enough was enough. He instigated a...

Reducing Teacher Workload

Nov 15, 2018 | Workload

Christalla Jamil, Headteacher of Eastfield Primary “THE RATIONALE – Over the past couple of years, I have reviewed our staff workload at Eastfield on a regular basis. Alongside the national debate about workload, what I feel is really needed, is much more fundamental...
Broad not bored: a creative curriculum that gets results

Broad not bored: a creative curriculum that gets results

Nov 12, 2018 | NACE

Lesley Hill for NACE Magazine writes about the importance of a broad and engaging curriculum. “Lesley Hill, headteacher of NACE member Lavender Primary School in North London, shares her school’s approach to ensuring the curriculum remains broad, engaging and...
How to embed marking and feedback in a learning mindset culture

How to embed marking and feedback in a learning mindset culture

Nov 12, 2018 | NACE

Lesley Hill for NACE Magazine, writes about creating the right learning culture for a Fast Feedback approach to marking at Lavender School. “Lesley Hill, headteacher of NACE member Lavender Primary School in North London, explains how the school’s approach to marking...