Should say 'know her work well'!

Thanks for the repost @damsoned.bsky.social

Thank you.

My husband and I are going, for the first time, in June. Difficult though we know it will be, we want to go there and commemorate all who died there.

Also it varies from subject to subject, I’m sure.

What brilliant questions and a fabulous response! Congratulations!

Thanks! I’ll keep up the effort!

I agree! I’m trying to move over, honestly I am. But sometimes it does feel important to enter the fray there, to argue for views that aren’t necessarily being voiced or heard and try to influence thinking.

What about this? A booklet, devised by an individual or team, as part of the offer? Fine! Why not if it’s practical & helpful? But ´Bookletisation’ of the whole curric for Y7,8 9 with a set sequence followed by all? I only talk for English in raising concerns - I don’t know about other subjects.

Here's some of it! The gist. The start. Sorry it's on X but I still feel that arguing there is worth it, even if the platform is so distasteful.

I have just done a long thread on X on this - I know I shouldn’t be there - but it’s had a lot of activity & interest - just in case you’re there too. I fear for this approach becoming the norm in English.

It’s a cog sci trope. Teachers are experts/students are novices. They’re treated as if they have no knowledge, rather than building on the knowledge they do have. And when is time spent talking to them to find out what they do know?

Yes to this! I’ve heard so much about Y7s doing less challenging, enjoyable, interesting work than in Y6, not being given credit for what they can do. I partly blame the ‘novice’ idea on this. They are *not* novices in so many areas! The bar could be set higher!

Thank you Mary. I’m so glad to be on the same page on this!

I’ve just done a thread on this on X and had a very significant, positive response to my raising concerns, certainly for subject English!

And trends like ‘bookletisation’ fly in the face of this and contribute to the problem.