It is an exciting, if not challenging, time for schools.
A new national curriculum, coupled with the removal of national curriculum levels, presents an opportunity for teachers to exercise greater control of their classroom practice and to adapt new ways of measuring the progress of pupils.
The new arrangements are designed to offer teachers greater flexibility to use their own professionalism in the classroom, in the way they teach and assess their students.
Of course, it is never as simple and straightforward as that. The removal of structures and processes, and familiar ways of working, can be confusing, daunting and may leave professionals wondering which way to turn and what to do next.
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