I think we can say that assessment in primary schools is broken. Many words have been written - including by ATL - about what’s gone wrong this year. The question remains, what do we want instead?
There’s so much that’s not cool at the moment in teaching. A lot in education revolves around numbers and data, which creates a lot of work and drives creativity out.
Last week, education secretary Nicky Morgan appeared before the Education Select Committee to defend some of the controversial proposals in the white paper, Educational Excellence Everywhere.
As the devolved political mandate 2011-16 comes to a close, what has been achieved? Overall, the Assembly passed 67 pieces of legislation and 5 private members bills, few of them notable, and survived several existential challenges.
Last Monday ATL welcomed School’s Minister Nick Gibb to our annual conference. He agreed to take part in a question and answer session with Gerard Kelly.
In a weakening global economy, people will rightly ask how the British government is providing opportunity for them. A high quality education system benefits everyone.
The government recently published guidance for the Review of Post-16 Education and Training - known as the area reviews. At 60 pages long, and with more detail to follow, this document indicates the complexity of reconfiguring the post-16 sector.
If the recent media coverage of the new primary school assessment and testing arrangements are anything to go by you would think that primary schools are pretty horrible places to be right now.
In all the arguments about whether or not reception baseline assessment is accurate or not, what is not discussed is that it is deeply disrespectful to young children and their families and their teachers.
Trainee and newly qualified teachers are full of energy and good intentions to be the best teacher they can be for their pupils. Will this enthusiasm be converted into a skilled teacher, who continues to learn and gain experience, so they become an educational leader in their own right?