In my previous post I focused on ability statements (which take the form “pupils can x”) and argued that it is problematical to incorporate these into progression models where the ability statement is left at a general level. A statement such as “pupils can construct causal arguments” is not a meaningful addition to a progression […]http://clioetcetera.com/2017/03/20/types-of-knowledge-in-a-history-curriculum
Wannabe art students invited to enrol at Tate Modern school
9 January 2017
Reconsider grammar plan, heads urge May
21 January 2017
Security qualifications fraud poses 'public risk'
13 January 2017