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Why is every answer to education problems 'More money' instead of 'As a society, let's reform how we view and support education'?
"My Year 9s aren't doing their homework"
"Punctuality is poor"
"I'm afraid that you're not going to pass your GCSE in French"
"What do you need to help you revise?"
"Today, we're going to practise times tables facts"
"We've noticed that there's an attainment gap between the more and less affluent"

"Have you thought about giving them more money?"
"Hi Dave, we've noticed that you're not achieving your target grades. What will help you to get better grades?"

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More from @taylorda01

16 Oct
In my @LaSalleEd #mathsconf27 session today, I talked about @AQAMaths and their Level 2 Further Maths qualification, amongst other things.

Here's a short version of what you might have missed:
Students who we deem as 'secondary ready' are probably able to achieve a grade 2 or 3 at GCSE. Higher attainers definitely capable of a grade 4 or 5.
@educationgovuk and @NCETM recently released their 'Mathematics Guidance: KS3' report. There are some important things in it.
Read 17 tweets
12 Jan
I've been thinking a lot about how to get over the issues highlighted in the image below.
After just four weeks, if you're massing, students are performing at a level less than half of what they were.
So... how can I get spacing right? Image
I've started planning differently to how I used to. I'll use 'Fractions' as an example, with all of my lessons in the same .notebook file rather than individual objectives. This helps me to space out ideas and concepts in the exercises I set. 'Fractions' has 140 slides.
I've previously shared this, as our SOL, and I'm going to start with 'Addition and Subtraction of Fractions'. This starts in Unit 3 for us, with the same denominators. Image
Read 16 tweets

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