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Expectations of schools have ballooned in areas beyond the academic, including the policing of political attitudes and digital behaviour. Society asks more and more of teachers, and the prestige of the profession should reflect this: bit.ly/2wGxzxz

We lose something when radicalisation is the word used to describe the descent towards extremism and violence. Radicalism once stood for political inclusion and opposition to corrupt government. Let's teach pupils about those bits of our political history tes.com/news/peterloo-…

OK I’ve been outed as a Barnardo’s boy, and by my daughter. secondhand stan One Shirt, Four Ways. the-thrift.co.uk/2019/04/19/one… via WordPress.com

Today's politically and environmentally minded young people deserve to know more about the founders of evidence-informed environmental activism, for whom the natural world was political, and the political personal: bit.ly/2Lu6eIP

We tend to think of education as a destination, and look for the shortest route there. We should focus instead on the quality of the learning journey, says Kevin Stannard bit.ly/2vnA0sj

This summer's emergency exam arrangements might just work, for most students. But if allocating exam grades can be done without subjecting students to a battery of tests at age 16, might GCSE become a casualty of COVID? At least there might be one upside: bit.ly/2W0RsvM

The legacy of lock-down for schools could be positive, if we make sure we learn the right lessons from the last few months, regarding edtech, exams, blended approaches and inclusion: bit.ly/2BDy0Pn

Curriculum coverage of inclusion, diversity, inequality and oppression, shouldn't be left to the humanities, and mustn't be dependent on whether students choose particular subjects post-14: bit.ly/3gl74mB

The case against teacher predictions at A level is that grade inflation undermines confidence, melting down the HE admissions process. Maybe, but it doesn't apply to GCSE: there's still time to defuse that time-bomb. Please let's not replay last week. For GCSE, just go with CAGs.

Lance the boil: give students the GCSE grades their schools predicted. In two years’ time, HE will have to choose between a bigger group of top grade applicants. This is better than Year 12 hobbling themselves spending next term retaking, and not getting a proper start on A level

Everyone waiting now for DfE and Ofqual to slug it out and for one of them to break the deadlock. Meanwhile, Stormont points the way forward. It all amounts to a syllabus of errors: bit.ly/2DZDwgF

Having managed to put the ass into assessment this summer, Ofqual should take the opportunity to rethink the need for a battery of high-stakes tests in Year 11. RIP GCSE? bit.ly/32cH0Ev

By refusing to commit to a plan for next summer's exams, the DfE and Ofqual seem to be quietly killing GCSE. This isn't necessarily a bad thing, but we should give it a decent burial, and we need to reach consensus on a substitute: bit.ly/2Sfe1eP

England, unlike Scotland, differently from Wales, plans public exams next summer. The results across the four nations will be incomparable. Recipe for chaos, and no guarantee there won't be another u-turn given more disruption and lost learning next term: tes.com/news/gcse-a-le…

Hi Anna, When Cambridge Pre-U was developed, it was supported by a lot of academics who worried about persistent grade inflation at A level; more recently increasing numbers of universities and departments have adopted their own tests - evidence that A level isn't doing its job?

Ofqual's consultation on exam plan B ends soon. Objective grading according to the student's performance in May sounds plausible, but teachers need clarity on whether to apply the 'normal' standards, or the inflated 2020 ones. tes.com/news/gcses-a-l…

The current DfE consultation on university admissions persists in assuming that A levels are the keys to the ivory tower. But imagine a world in which school leaving certification for all was separate from selection onto university courses for some: bit.ly/3pL2CCs

In a Mexican wave of abdications around responsibility for GCSE and A level grades this year, DfE, Ofqual, JCQ, and the exam boards have landed teachers not just with substantial extra work, but presented them with what amounts to an acute moral hazard: bit.ly/3x8lz6n

The TAG process so far has been a voyage into unfamiliar waters and the next stretch will take us into real terra incognita. But let's avoid the temptation to row back post-COVID to the 'safe' harbour of high-stakes external exams at age 16: bit.ly/2RuplqB

Just sharing a link to a new podcast from the US-based National Coalition of Girls Schools. We explore the growth and significance of entrepreneurial education and the importance of an enterprise mindset - with a focus on girls and young women: bit.ly/3oJF4je