The further I get into my teaching year and the more data I am compiling, the more sceptical I am becoming about our education industry in terms of the figures we provide for students and parents.
This is the side to education that outsiders often forget – the large amount of paperwork and data-entry that happens within each half-term.
In a practical subject with no curriculum guidance, we have formed our own levelling criteria (which could be somewhat different to nearby schools), and in an outstanding school where students are now expected to make five levels of progress as opposed to the standard three, the pressure is truly on.
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