Hello Bluesky. I’m Emmy, a history lead in Northumberland teaching KS2 and KS3. Irish in England. Here is some sourdough bread I baked this morning. Starting as I mean to go on.

I ask teachers to put them into a banding related to ARE. This helps with the report grades at the end of year but also is useful when considering any scaffolding in the next class (although, of course, it provides no information about areas of need).

Hey #eduskyprimary 👋 Currently wrestling with assessment in the foundation subjects. Anyone got any pearls of wisdom or approaches to share?🙏 Thanks.

I've leant towards RAG-rating unit objectives as a class for this which seems to work well without being too time-consuming.

I remembered Susie Dent posting this somewhere else. It made me think of my a-level English teacher that said I couldn't use conciliation, only reconciliation.

I think I've encountered new names almost every year. I always find out how to say them properly and if I'm lucky a bit more about their names too.

Agree - I would find this really helpful (and don't teach nearly as many classes as a FT teacher would in my school). I really want to say names correctly, and will always encourage students to tell me if I say them wrongly... but it can take me a few weeks to get them all right sometimes...

Names are important to get right & it really isn't too much to expect that we learn how to say the name of someone we know. I wish there was a pronunciation column on the main SIMS register. In the days of paper registers, I always had a guide to help whomever was taking the register in my room.

I had a series of books including this one. Once I realised I could read it on my own, I read everything I could. The library must've saved my parents a pretty penny.

Or maple syrup, depending on the tea