Doing differentiation differently?

Eponymous

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TesseractThis post compares how we do differentiation with how it’s done elsewhere.

It explores the tension within education policy between autonomy and pedagogical prescription through the ‘forensic analysis’ of recent ministerial speech content.

It flags up the likelihood of further policy tensions following the recent (and welcome) shift from ‘no child left behind’ under the Coalition Government to ‘excellence for all’ under the new Administration.

It is a detailed critique built on evidence and should not be interpreted as critical of any government or office holder. Ministers of all political complexions in all recent governments have felt the need to influence pedagogy. This time round, however, a parallel emphasis on autonomy throws the issue into sharper relief, as does the present role of the EEF and the intended role of a College of Teaching.

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Background

This is the last in a set of four educational posts I delayed…

View original post 9,333 more words

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