Craig Robertson

After leading 41 training sessions, visiting 27 schools and working with thousands of teachers since January, I think I’ve got a fairly good handle on the mood in the profession. Here’s what I’ve observed. Everyone is working flat out. Harder than they’ve ever worked before.

Been working with a school for a few months to redesign their T&L policy. Moving from theory and long documents ➜ to a simple classroom framework: 1. Retrieve 2. Model 3. Practice 4. Assess The goal? Not consistency. Coherence. A shared approach teachers can actually use!

The most respected school leaders I know working in these communities aren't asking Ofsted to lower the bar. They're asking for a system that measures what they can actually influence and recognises the extraordinary work being done against the odds. tes.com/magazine/news/…

@dave_mcpartlin @HappyHead74 @teacherhead @RPUffendell @educationgovuk And then, to top it off, we have @Ofstednews that thinks expectations are lower if/when children don’t achieve in line with NAT! Don’t they realise that the way tests are marked (I.e. bell curve) that some have to be below NAT!

This from HMCI's speech to ASCL today. We can debate whether the line for 'good' was drawn at the right place and whether too many schools were graded 'good' BUT HMCI is suggesting something that is not true in this part of his speech.

@Yorkshire_Steve @PardoeMary I’ve heard SO many say that this framework is ‘the worst yet.’ Some have said they felt battered & want to give up. Incredible to think that this framework was Ofsted’s response to the Coroner’s report…

@Yorkshire_Steve @PardoeMary Most schools are doing a really good job under very difficult circumstances-lack of funding, staffing issues, SEND related pressures etc etc…and then the huge pressure from this framework. It’s unsustainable.

Yes, schools sifting the 'right' SEND pupils to have. Already happening and this will only encourage the practice.

NEW!! 3/4. The third one-pager in the series is on GTT Dimension 1, Element 3 – Relevant Curriculum Tasks. It focuses on designing explanations, models, analogies and examples that help students understand and communicate complex ideas. The essential ingredients of relevant curriculum tasks are: ✅ Explanations – effective explanations introduce new ideas in manageable chunks. ✅ Analogies – analogies help students move from the abstract to the concrete. ✅ Stories – strong explanations often take the form of a story to enhance understanding. ✅ Visualisation – pictures, images and diagrams can strengthen verbal explanations. ✅ Models – modelling helps students learn by watching and listening to experts guide them through a process step by step. ✅ Examples and non-examples – multiple examples and non-examples help teachers clarify meaning and target misconceptions. This one-pager summarises ideas and actionable strategies from @andytharby @teacherhead @olicav @Tom_Needham_ Please repost if you would like a copy. @EvidenceInEdu @ProfKime @ProfCoe

@all90saltrock The Verve Urban Hymns is an absolute classic.

Which one of these albums would you choose?

What band made you fall in love with music? For me it’s the jam

Just heard the legend Steve Lamacq is playing our new single ‘In Your Hands’ now on BBC 6 Music. This tune is blowing up! Thank you for the support x

A happy Valentine’s Day to all the great people in education left on Twitter. There’s not as many as in the past, but lots of love to those who still are! ❤️

@shiner_sam @TMolotovs Fantastic album. Love the Weller vibes.

Huge congratulations to @TMolotovs - number 3 in the album charts 🏆 🎯 absolutely fantastic debut x

@TheSherlocks Absolute banger. Whens the new album out?

Thank you 💚

@TheRockRevival_ The Molotovs

Name a band you have on repeat right now... 👀

@shiner_sam @TMolotovs Listened yesterday. Sounds great.

Debut album day for @TMolotovs 😍