More study aids and generous grade boundaries for 2021's exams will be welcomed by many teachers and students. But doesn't address a fundamental problem of the next exam season: equity. Because there's great variation in how different schools have been affected by self-isolation.

Let's take the most recent attendance stats which I still don't think have really registered.

Most recent data- attendance rate across England of 83%

In secondary schools it's 78% (!)

So more than 1 in 5 secondary pupils are off school, largely for Covid related reasons.
But that’s just an average. Some schools’ attendance are at levels where they can’t really function, or certainly provide the quality of education they normally do.

Teachers’ are split between trying to run online lessons and those in schools.

Whole year groups are off.
Some students are in isolation, return to school and within days are in isolation again.

As I’ve reported before, IT provision is still patchy. Lots of reports of kids not doing work at home either because they get of the swing of it or they don’t have the IT resources.
And that’s before we get on to staff isolation, which is also proving a nightmare in many places.

In other words, you have to have everything go right for your education not to be impacted by Covid right now. And that’s affecting some places more than others.
So question is, is it far for a student in Cornwall say, who has had little to no disruption to their education since September to be given the same dispensations as one in Hull whose school may have been closed for a period?
There is no easy answer to this- Gavin Williamson has said that the the DfE is looking for ways to address the equity issue. But it’s a profound challenge. As I’ve said, I’m not sure it’s really registered the extent to which many schools are really, really struggling.
NB bear in mind this is also a cohort who missed months of their education in the first half of 2020. Many are still reporting behavioural issues and teachers tell me some are still far, far behind where we would expect. That’s the context they’re dealing with.
For example, Beacon Hill Academy in Dudley where Ive been filming today: the whole of Y7 and Y8 are in self isolation and will have been for two weeks. At one point much of the senior staff were off too. Some kids having to have repeated bouts of isolation.

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An appallingly tardy response to such an important element of reading - apologies. The growing recognition of fluency as the crucial developmental area for primary education is certainly encouraging helping us move away from the obsession with reading comprehension tests.


It is, as you suggest, a nuanced pedagogy with the tripartite algorithm of rate, accuracy and prosody at times conflating the landscape and often leading to an educational shrug of the shoulders, a convenient abdication of responsibility and a return to comprehension 'skills'.

Taking each element separately (but not hierarchically) may be helpful but always remembering that for fluency they occur simultaneously (not dissimilar to sentence structure, text structure and rhetoric in fluent writing).

Rate, or words-read-per-minute, is the easiest. Faster reading speeds are EVIDENCE of fluency development but attempting to 'teach' children(or anyone) to read faster is fallacious (Carver, 1985) and will result in processing deficit which in young readers will be catastrophic.

Reading rate is dependent upon eye-movements and cognitive processing development along with orthographic development (more on this later).
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First thread of the year because I have time during MCO. As requested, a thread on the gods and spirits of Malay folk religion. Some are indigenous, some are of Indian origin, some have Islamic


Before I begin, it might be worth explaining the Malay conception of the spirit world. At its deepest level, Malay religious belief is animist. All living beings and even certain objects are said to have a soul. Natural phenomena are either controlled by or personified as spirits

Although these beings had to be respected, not all of them were powerful enough to be considered gods. Offerings would be made to the spirits that had greater influence on human life. Spells and incantations would invoke their


Two known examples of such elemental spirits that had god-like status are Raja Angin (king of the wind) and Mambang Tali Arus (spirit of river currents). There were undoubtedly many more which have been lost to time

Contact with ancient India brought the influence of Hinduism and Buddhism to SEA. What we now call Hinduism similarly developed in India out of native animism and the more formal Vedic tradition. This can be seen in the multitude of sacred animals and location-specific Hindu gods
हिमालय पर्वत की एक बड़ी पवित्र गुफा थी।उस गुफा के निकट ही गंगा जी बहती थी।एक बार देवर्षि नारद विचरण करते हुए वहां आ पहुंचे।वह परम पवित्र गुफा नारद जी को अत्यंत सुहावनी लगी।वहां का मनोरम प्राकृतिक दृश्य,पर्वत,नदी और वन देख उनके हृदय में श्रीहरि विष्णु की भक्ति अत्यंत बलवती हो उठी।


और देवर्षि नारद वहीं बैठकर तपस्या में लीन हो गए।इन्द्र नारद की तपस्या से घबरा गए।उन्हें हमेशा की तरह अपना सिंहासन व स्वर्ग खोने का डर सताने लगा।इसलिए इन्द्र ने नारद की तपस्या भंग करने के लिए कामदेव को उनके पास भेज दिया।वहां पहुंच कामदेव ने अपनी माया से वसंतऋतु को उत्पन्न कर दिया।


पेड़ और पौधों पर रंग बिरंगे फूल खिल गए और कोयलें कूकने लगी,पक्षी चहकने लगे।शीतल,मंद,सुगंधित और सुहावनी हवा चलने लगी।रंभा आदि अप्सराएं नाचने लगीं ।किन्तु कामदेव की किसी भी माया का नारद पे कोई प्रभाव नहीं पड़ा।तब कामदेव को डर सताने लगा कि कहीं नारद क्रोध में आकर मुझे श्राप न देदें।

जैसे ही नारद ने अपनी आंखें खोली, उसी क्षण कामदेव ने उनसे क्षमा मांगी।नारद मुनि को तनिक भी क्रोध नहीं आया और उन्होने शीघ्र ही कामदेव को क्षमा कर दिया।कामदेव प्रसन्न होकर वहां से चले गए।कामदेव के चले जाने पर देवर्षि के मन में अहंकार आ गया कि मैने कामदेव को हरा दिया।

नारद फिर कैलाश जा पहुंचे और शिवजी को अपनी विजयगाथा सुनाई।शिव समझ गए कि नारद अहंकारी हो गए हैं और अगर ये बात विष्णु जी जान गए तो नारद के लिए अच्छा नहीं होगा।ये सोचकर शिवजी ने नारद को भगवन विष्णु को ये बात बताने के लीए मना किया। परंतु नारद जी को ये बात उचित नहीं लगी।