People who don’t like science are not going to like the science of learning.

Check out more about how we developed our baseline and get access to it in our blog post here.

In our baseline assessment we assess students' knowledge of plant structure across three different questions, giving teachers insight into how secure this knowledge is.

This gives them a great basis for when they start to learn about photosynthesis and plant structure in KS3, but teachers can often reteach the parts of a plant for students, even though this is already known.

In KS2 students need to know about the functions of different parts of plants, leaves and flowers and the requirements of plants for life and growth.

Today Year 11s have just poured years of biology knowledge into their GCSE Biology exam, and this starts in primary school - we want to give KS3 teacher more insights into this knowledge - learn how 🧵

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I have been overwhelmed by your excitement about our new Science Baseline assessment! If you missed out on our webinar you can now download all the resources for the assessment on this dedicated page.

A must read the myth that we should not focusing on being ‘relevant’ in our curricula but that we must offer every child a demanding and powerful curriculum regardless of their background. We must not mistake "compassion for capitulation" and open doors to student potential

Remember, whatever Estonia’s educational success in PISA tests might be attributed to, it’s whatever they were doing 10 years+ ago. There is *nothing* to learn from any choices they make now.

🚀 FREE Y7 Science Baseline Assessment 0.5 million students sit @SparxMaths baseline-now Science teachers can gain the same powerful insights into KS2 knowledge. To get earliest access, RT this msg + DM @mrdjgosselin so he can share it with you as soon as it’s ready!

📢 New FREE resources With no clear marker of scientific knowledge in year 6 it is tempting to underestimate them - but we shouldn't be! We should assess this knowledge and fill gaps - and we can help you with our new Year 7 baseline. Repost and message me to get access!

Planning lessons from scratch every time is a 👏 waste 👏 of 👏 teacher 👏 time.

This is too many teachers. We need to agree how best to use centralised resources as a foundation for high quality pedagogy and teaching without dismissing them as "controlling".

@adamboxer1 As I keep pointing out, even if teacher-produced curricula are better (which they usually aren't) what matters is whether the time spent producing those materials could have been spent in a way with greater benefits for learners.

I remember showing these graphs in lessons - and I can just picture the drama of doing this, watching the frequency fall, followed by the power going out. That would be educational magic (followed by panic and difficult times)

Teacher commitment to the profession has stabilised at lower levels. Only 60% of teachers expect to still be in the profession in 3 years’ time — down from 75% pre-pandemic. That figure has stabilised, but it’s still a warning light.

Great podcast and great guest - worth a listen!

Easy Application of Interleaving in the Classroom Great blog about a great article @effortfuleduktr https://t.co/iGa9Fxoya1

One of the biggest mistakes in the behaviour debate is what Greg says here: the teacher is blamed for the student’s misbehaviour because they’re not ‘meeting an unmet need.’ Nowhere else in society do we believe this, that someone isn’t at least partially responsible for their