End/ I wrote about this last year if you want a more detailed look at the numbers.

In summary, it is even worse today and in the future you will have people paying student loans but they will be too old to pay National Insurance. Wild.

inquestion.co.uk/2024/05/17/t...

8/ I really am not one against taxation. Ask anyone who knows me.

However, I do hate how unfair it is that student loans are not spoken about as a tax, when, in every single way possible, it is a tax.

7/ I do not regret my student loan, it has fundamentally changed my life.

However, I absolutely detest it. It is unfair, takes money out my pocket, and is the last thought on anyone's mind when it comes to tax.

For every pound I earn, I lose 62p.

6/ This means I have colleagues who have the exact same wage as me however, they take home almost £200 more a month through the benefit of their birth date.

Similarly, someone who was not born in the UK and on my wage would also be £200 better off every month.

5/ If I was lucky to be born 3 years earlier, I would have paid it off around 14 years earlier. Saving myself £1000s over my working life.

If I was lucky to be born 20 years before I would be better off by £2000 per year every year.

4/ This constant arguement over student loan fees are a waste of time.

This detracts from the actual issue.

I lose almost £2000 per year and will continue to lose this every year for the next 22 years.

I will not pay this off until it is wiped off.

3/ The amount of money the vast majority of people borrow makes absolutely no difference to the amount you pay back.

You only pay back a portion of your wage over a certain threshold each month. The more you earn, the more you pay.

It is a graduate tax in all but name.

2/ For example:

I started my degree over a decade ago. I borrowed £72,000.

Currently, I owe ~£84,000

I currently pay ~£180 per month in student loan repayments.

If I had borrowed £1.4 million my student loan repayments would be... ~£180 per month.

I have this as reading for my department not too long ago 😉

My view is that nearly all school science can be understood at first without the Tier 3 vocab. and the best order is:
1. Understanding
2. Add the vocab.
dodiscimus.wordpress.com/2020/01/01/t...

Plus plus, homophones

I already have a hassle with nucleus and nucleus.

Plus plus plus, words being so dangerously similar i.e. mitosis and meiosis.

Preteaching all of this would be a waste of time and ineffective. Just put them throughout your lesson, as per usual.

Thanks for this, it really helps

I think setting absorbs a lot of this too tbh.

Would the level of support you put in place be any different to pupils who didn't do well but have 100% attendance?

So let's say they don't do it, is there a consequence?

5/ It’s a quick 10-second check that provides data for my planning, builds a culture of high expectations, and builds a supportive classroom where it is okay to get things wrong!

4/ When we hit >70%, I celebrate it as a win. It shows them that high achievement is the standard and absolutely achievable for them as a group.

It also normalises struggle in a healthy way. If we only hit 40%, it’s not a moment of failure and my reaction isn't disappointment.

3/ Secondly, and more importantly, it makes success visible and guiding our collective improvement.

I'm very open with my classes that my goal is at least 70% right before we move on. They know the target. This helps the pupils understand why I am focusing on Q2 rather than Q3

2/ Firstly, for me: It’s live, verbal formative assessment.

Saying "around 60% got this" out loud forces me to acknowledge the data in the moment. It prevents wasting time on knowledge 95% of students have understood and helps me remember what to reteach/include in Do Nows.