Marc retweeted
There is a massive conflict of ideology here. Any school using @Steplab_co to improve teaching and learning must be aware that one of their key players believes apps are the future of education and teachers should be guides at the side not teachers. Very mixed messaging here.
🚨 Some personal news:
I’ve joined @Alphaschool to help lead their Learning Science team.
A thread on why, the team, open roles, and your questions...
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Marc retweeted
"The apps are not great", the rest of the day is an expensive summercamp, and there are ~1000 pupils, paying up to $75k/year.
Someone grant me the confidence to then aim to expand a model that doesn't work to one million times as many children & claim ethical motivation.
Someone grant me the confidence to then aim to expand a model that doesn't work to one million times as many children & claim ethical motivation.
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Marc retweeted
If I were the SoS I would avoid making announcements from schools like this. I'm sure they are doing a great job at some things, but if the national agenda is NEETs, then it's just strange messaging.
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Marc retweeted
According to @LucyMPowell, this school has designed a curriculum reflective of her desired reforms. She claims this has made it "unmissable".
According to the school's Ofsted report of June 2026, "rates of attendance remain lower than the national average.".
💨🪞
According to the school's Ofsted report of June 2026, "rates of attendance remain lower than the national average.".
💨🪞
Key Stage 3 should be engaging, enriching and unmissable.
That's why we're reforming the National Curriculum.
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Marc retweeted
Hi @JakePhillipsBBC ,
In your article about education reforms on the bbc website today you claimed that Michael Gove prioritised En, Ma and Sc by making exams harder and raising grade boundaries.
In your article about education reforms on the bbc website today you claimed that Michael Gove prioritised En, Ma and Sc by making exams harder and raising grade boundaries.
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Marc retweeted
My advice to the DfE and the Francis review was to do away with the idea of splitting maths into ks3 and ks4. Have a 5 year national curriculum and ensure pupils study it in full over years 7-11.
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I'd go the other way and, in effect, make all gcses 5 years (in the sense that any content in either ks3 or ks4 national curriculum could be in the exam).
That way schools couldn't 'pick a d choose' to omit some ks3 content safe in the knowledge it wouldn't be assessed.
That way schools couldn't 'pick a d choose' to omit some ks3 content safe in the knowledge it wouldn't be assessed.
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Marc retweeted
Session went well, but I was up against the amazing Tara Harper so only had a handful of people. No matter. You can all view my presentation at:
share.visualmathsbuilder.com/taymaths
(Best viewed on a desktop/laptop)
Please share the site with your colleagues.
visualmathsbuilder.com 😎
share.visualmathsbuilder.com/taymaths
(Best viewed on a desktop/laptop)
Please share the site with your colleagues.
visualmathsbuilder.com 😎
It’s TayMaths Conference tomorrow.
I’m going to talk about how Visual Maths Builder helps teachers to Make Mathematical Thinking Visible.
Pedagogy, representations, subject knowledge and AI’s role in generating teaching tools.
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Marc retweeted
Oh yes. I remember having this exact conversation with an HMI inspecting one of our schools. It was one of the most bizarre exchanges I’ve ever had.
Us: “We believe the school is exceptional. Here’s the evidence.”
HMI: “No, it’s not exceptional.”
Us: “What additional evidence would you need to see to conclude that it is exceptional?”
HMI: “That’s for you to provide.”
Us: “But we’ve provided the evidence. What specifically is missing?”
HMI: “The evidence isn’t sufficient.”
Us: “Then what would constitute sufficient evidence?”
HMI: “That’s for you to demonstrate.”
And therein lies the absurdity. Schools are expected to demonstrate that they are exceptional against a standard that inspectors themselves cannot clearly articulate. When evidence is provided, it is deemed insufficient, yet nobody can explain what would make it sufficient.
Apparently, nobody knows what ‘exceptional’ looks like until an inspector ‘feels’ it.
Us: “We believe the school is exceptional. Here’s the evidence.”
HMI: “No, it’s not exceptional.”
Us: “What additional evidence would you need to see to conclude that it is exceptional?”
HMI: “That’s for you to provide.”
Us: “But we’ve provided the evidence. What specifically is missing?”
HMI: “The evidence isn’t sufficient.”
Us: “Then what would constitute sufficient evidence?”
HMI: “That’s for you to demonstrate.”
And therein lies the absurdity. Schools are expected to demonstrate that they are exceptional against a standard that inspectors themselves cannot clearly articulate. When evidence is provided, it is deemed insufficient, yet nobody can explain what would make it sufficient.
Apparently, nobody knows what ‘exceptional’ looks like until an inspector ‘feels’ it.
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Marc retweeted
I appear to be the only left-leaning (politically) person who thinks a knowledge-rich curriculum/external exams & accountability/ direct instruction are a really good idea.
I thought we'd decoupled politics so as to focus on what's effective. Seeing X today It appears not.
I thought we'd decoupled politics so as to focus on what's effective. Seeing X today It appears not.
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Marc retweeted
My current school has parents evenings during the day (parent teacher conferences) with kids working from home! It’s amazing for well being!
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Teaching is not like athletics - we learn a lot in the performance of our craft.
But the "one & done" transmission model of CPD, confined to one day & disconnected from the performance of our craft will have very little impact on that performance.
But the "one & done" transmission model of CPD, confined to one day & disconnected from the performance of our craft will have very little impact on that performance.
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Marc retweeted
If you follow the progressive view of education you can't do most of the highest leverage things needed to improve schools, especially in disadvantaged communities:
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A blast from the past and my O level Computing course... all on tape. Our computer dating program took 14 hours to run.
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Is what is being argued against in this video actually happening?
Are children constantly being to "we was" is wrong when it is part of the local dialect.
Are children constantly being to "we was" is wrong when it is part of the local dialect.
A pupil says “we was” instead of “we were” - Do you correct them? 🗣️
And what message does that send if it’s how their family speaks?
Amy Gaunt argues that teaching Standard English matters but so does how we teach it. Can we help pupils adapt their language for different ing them their home dialect is wrong?
Do you agree with Amy? Where would you draw the line? 👇
From our discussion on Creating an Oracy Curriculum, in partnership with Hachette Learning.
#Oracy #Teaching #teacherlife #teachertok #teachersoftiktok
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Marc retweeted
The very worst arguments in education are those which say "you have a different opinion than I do about how children learn, therefore you must be a bad person. Children are precious and I need to save them from your harmful agenda."
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Marc retweeted
When a child uses incorrect grammar, it should be corrected. To do otherwise is to deprive that child of the opportunity to learn to speak and write in standard English.
You do not occupy the moral high ground by expecting your own children to speak and write in standard English while denying other people’s children the same standards and expectations.
Children attend school to be educated, not to have their entitlement to knowledge and mastery of language sacrificed at the altar of ideology.
You do not occupy the moral high ground by expecting your own children to speak and write in standard English while denying other people’s children the same standards and expectations.
Children attend school to be educated, not to have their entitlement to knowledge and mastery of language sacrificed at the altar of ideology.
A pupil says “we was” instead of “we were” - Do you correct them? 🗣️
And what message does that send if it’s how their family speaks?
Amy Gaunt argues that teaching Standard English matters but so does how we teach it. Can we help pupils adapt their language for different ing them their home dialect is wrong?
Do you agree with Amy? Where would you draw the line? 👇
From our discussion on Creating an Oracy Curriculum, in partnership with Hachette Learning.
#Oracy #Teaching #teacherlife #teachertok #teachersoftiktok
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