It’s a really provocative title, isn’t it. To find the number, I simply downloaded the last 15 Ofsted reports as at 24 May, 2021, and looked for any comments on learner progress and/or progress reviews. There was no mention in two reports as the inspection themes were elsewhere, but in 12 of the remaining 13 ‘progress’ was criticised. This isn’t new, of course, and so it seems a provocative opening question I’ve been asking for years still stands: ‘How often, […]

A bit of quality-improvement poetry from Michelangelo: “What you get by achieving your goals is not as important as what you become by achieving your goals”. I love this; it seems far richer than my version: ‘A learning outcome should set out how you intend your learners to be ‘different’ by the end of the lesson’. Both, however, have the strong potential to challenge the practice of writing effective learning outcomes. It this ‘Learning Outcomes for Independent Learning’ session, we’ll […]

[You can watch the video here: https://youtu.be/SSxlxcHptJg] In his 1970s book ‘Future Shock’, Alvin Toffler wrote: “By instructing students how to learn, unlearn and relearn, a powerful new dimension can be added to education…Tomorrow’s illiterate will not be the man who can’t read; he will be the man who has not learned how to learn.” By contrast, in the 21st Century, Ofsted told Birmingham Met College to: “Improve the progress that all students make at level 3, by ensuring that […]