Just a short blog to thank all of you who attended my session at TFSI yesterday. As promised I am uploading the session resources here for you to download. Please do have a browse around the rest of the site whilst you are here. There are lots of links to blogs on progress, progression, second-order concepts and substantive knowledge in the blog bar on the right.

Alex

Blog posts which may be of particular interest:

• Progress & progression - special issue of Teaching History
• Making progress in understanding progression: a blog series
• Dealing with GCSE grades replacing NC Levels: advice
• An example of task-specific assessments and mark schemes
• ​Planning for the new History GCSE: making it more complex to make it more coherent
• Trainees and NQTs: The first rule of History Club...
• On planning for substantive knowledge development: HERE and HERE
  
• Top tips to make learning stick and more HERE
• The importance of subject knowledge and being more than "two pages ahead"
• Flight paths, GCSE grades and the problems of assessment post-levels
  
• Some thoughts on planning a unit on the Normans
• Some thoughts on planning a Reformation unit

So with very little fanfare, the grade descriptors for the new GCSE grades 9-1 were released on Friday. Those schools who have opted to use these as a progression model, assessment system and general replacement for both NC Levels and GCSE grades must be delighted that they can finally start implementing their systems.
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In this blog I want to take a look at how these grade descriptors can be utilised from Years 7-11 to provide a clear and coherent flight path for pupils in history. 

Using the grade descriptors to create a flight path

Many schools for instance have opted for the following basic flight path:

As such, the grade descriptors will help to define what this path might look like for pupils in lessons. They could be used as part of the reporting process, discussed with parents and form targets for written feedback….

I have long been a fan of Tom Bennett’s no nonsense approach to behaviour management. I have recommended Bennett’s blog many times to trainees and NQTs nervous about expectations in the classroom (as you will see from these pages). As such, there are many things I like about the ITT behaviour report (one of the long-awaited responses to the Carter review) which was published on Wednesday:

• I think it is good for trainees to learn about classroom routines at uni as well as at school (I can’t think of many providers who won’t cover this, although SD/SCITT courses may use their own particular school approaches which might be accused of lacking breadth).
• I think it is a great idea for trainees to have considered how they might respond effectively to common misbehaviour or issues in the classroom (again this is covered through observations of experienced teachers, discussions of approaches to behaviour management, use of videos etc.)
• I think it is good for trainees to be aware of the importance of relationships with students (again this is covered and dealt with in our course and certainly by the schools we partner with. Of course things break down more when schools have their own ideas about those relationships which jar with university input eg. When schools allow children to take a time-out by their own choice, or when pupils can ‘appeal’ a teacher’s sanction.
• I think it is very important for trainees to get support with behaviour management. This does however need to come from the most credible sources – often this means in schools.
• I love the idea that trainees should have to observe people with excellent behaviour management – behaviour experts. However I also feel that schools tend to define these as the people who don’t have behaviour problems. Far more useful might be to observe a teacher for whom behaviour is an effort, but who does not let their standards slip and deals with issues. The risk with the “behaviour expert” approach is that it becomes all about personalities and those behaviour demagogues which all schools have.
• I think it can be a powerful tool when trainees video and watch their lessons critically.

​So far, so vanilla. Yet I also feel there are a number of fundamental issues with the approaches suggested by Bennett and his team. The following points are very much a response to the report and to Tom's blog "Let's fix this together" published today.