Analytical writing

October CPD at Joseph Chamberlain Sixth Form College

Linear assessment and independent learning

Andy Homden leads two day October  training sessions  in Birmingham

All change in the UK

IMG_2451 (640x427)There’s no shortage of change in the UK at moment. Testing at age 7 is coming back. National Curriculum Levels are gone. Modular assessment at A Level is on the way out. And, of all the government led initiatives, none is more important than the re-introduction of linear assessment at A Level.

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Listening skills training at ISL

Peter Hudson at the International School of Lausanne for listening skills training.

August 19 – 21, 2015

FullSizeRender (004)Peter Hudson of Consilium Education and the Motivated Learning Trust recently spent three days at the International School of Lausanne at the start of the new school year. ISL is going through a period of growth in student numbers and is engaged in the development of a new Year Leader system in the secondary school.

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Where does great learning happen?

10% outside the comfort zone
Andy Homden, CEO Consilium Education

Andy Homden, CEO Consilium Education

When does the best learning take place? The most concise answer I have heard to this question over the years is that students learn best when they are 10% outside their comfort zone. It makes sense. If they remain comfortably inside the zone and are doing “busy work” that does not challenge them; by definition they are not learning. If they are too far away from their zone and asked to do something for which they are not ready because the required skills and prior knowledge are not in place, they can panic, despair or give up. In Martin Skelton’s words, this feels like “drowning” and learning fails.

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What teachers should know and be able to do

teacherPublished by the National Board for Professional Teaching Standards (NBPTS), 1987, now available as The 5 Core Propositions.

I found this short tract when I inherited the contents of the bookshelves in my office at Enka Schools in 2002. It lingered there for a little longer, but then I picked it up one afternoon and read it from cover to cover in an hour (it’s 21 pages long). I was fascinated by the unambiguously simple title and I was not disappointed by what it had to say. In making the case for rigorous and thoughtful practice, it makes five propositions:

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