What gets measured tends to get done. In primary schools this means a curriculum driven largely by English and maths. But perhaps assessment needs to help us look below the surface of these headline measures. Why? Consider these research findings:
Evidence from intervention studies suggests that the relationship between spoken language and attainment is causal rather than simply one of association – and that it is possible, therefore, for schools to improve children’s reading, writing and maths as a result of a focus on spoken language.
For example, a rigorous study for the Education Endowment Foundation (EEF) found a significant uplift to attainment in English, maths and science after teachers introduced dialogic techniques in their classrooms (Jay et al, 2017).
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