The new GCSEs, with their increased reliance on knowledge retention and synoptic assessment have meant a new focus for teaching and learning leaders on strategies which encourage long-term recall.
As an assistant headteacher in an already outstanding school where we have a dedicated and skilled team of teachers I have been faced with the challenge of how we can improve our teaching and learning so that it directly impacts on results.
The answer I quickly came to was spending less time on strategies to improve teaching methods (although we still do this) and spending a lot more time on skilling up teachers and students on how we learn and how to plan revision effectively to do well in examinations.
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