Getting it.

"How will this help me in the future?"
The classroom cynic can bite through all the prep. work, all the learning, all the ...
What has happened to the current generation?
I have sensed in recent years, in classroom observations, a loss of joy from Y.4 upwards.
Even recent graduates I talk with seem to have lost a spark.
I can only generalise of course, but I am concerned.
In the Arts we seek creativity and imagination in learning, only to be sidelined by assessments and ordering of understanding.
Surely MoE can avoid this unhealthy trap of mere game playing?
And yet MoE still remains a mystery to many. But for how long?
Some of my colleagues, particularly in Higher Education, still say Drama when they mean MoE and then continue to make the same mistake every time thinking it doesn't matter. It should matter.

Reflection without penalty.

As a tool for learning that is evolving all the time I found myself telling a colleague this week that the version of MoE I currently use has been pretty much bastardised to meet my current approach to teaching.
I was still asked, with others, to deliver training. I wonder how much at odds it will be to recently trained colleagues?
With new approaches to timetabling [KS3/4] now enabling teaching to take place over longer periods, perhaps MoE can now take its place in the broader curriculum?
The current training schedules, at least the ones I have seen, seem unnecessarily complicated, dare I say, tedious?
Sir Jim Rose' report has centred Drama for learning in KS2, well almost! And beyond?
I sense change and look forward to seeing where this will lead to in the next 18 months.