Chief Programmes Officer at @richmondproj. Previously Dr Frost, Unlocked Grads, Michaela, Teach First.
London, England
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Bodil Isaksen retweeted
That's why I think opportunity cost is the single most important idea in school improvement. Every hour our teachers—and our students—spend on one thing is an hour they don't have to spend on something else. And this matters most of all for students who find learning hardest...
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Bodil Isaksen retweeted
Brilliant insightful piece from Daisy that unpicks many of the frustrations so many of us currently feel.
What impact will the government's new education policies have on standards?
substack.nomoremarking.com/p…
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I found the Children's Commissioner's Childhood Lottery a frustrating read. I have no doubt more children have difficult childhoods in Middlesbrough than Surrey. But excluding obvious confounding factors and selecting on dependent variables is not a good way to make that case.🧵
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This makes them an interesting semi-natural experiment. The Merseyside LAs have unremarkable, middle-of-the-pack %s of children who report feel unsafe, despite being outliers on stop-and-search. If anything, this is a signal that S&S is not the driver of children feeling unsafe!
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Just followed a link from a government data drop page which took me to gov dot uk slash missions. Throwback.
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'Oracy' is principally associated with a school with negative Progress 8 and a programme that didn't show positive impact. It's a failed idea with a name that won't resonate with the public (cf. many don't know what *numeracy* is!)
Who is this meant to win over other than Hyman?!
This is why definition are important.
I wouldn’t associate oral language interventions as meaning ‘oracy’
And given the disparity of the results from the screenshot above, to the one below, it’s clear that many things could be done in the name of ‘oracy’ have the desired impact
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Bodil Isaksen retweeted
I reckon about 5% of schools should be considering specific strategies to improve oracy and even they should use things lots of oracy advocates won't like to help - codified teaching techniques.
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Bodil Isaksen retweeted
The psychometric issues in assessing oracy are significant, and generally underappreciated. In particular, including speaking and listening in GCSE examinations will make them less reliable, unless the amount of testing time is increased substantially.
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Bodil Isaksen retweeted
On a similar note, I've seen a school have a timetabled 'Cultural Capital' period, which I think rather missed the point.
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The Secretary of State can not mandate oracy any more than he or she can mandate formative assessment, or peer tutoring, or anything else in the EEF T&L toolkit. The SoS can use the levers at their disposal: Ofsted, KS2 tests, National Curriculum, and GCSE specs. 🧵
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As for oracy itself, the best maths teacher I ever worked with (and the teacher that, objectively, probably got the highest Progress 8 for any kids in the country) was obsessed with language. The word 'it' was basically banned.
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