No More Marking

What is going on in education in England?

Always count on the English to snatch defeat from the jaws of victory

Oct 4 • Daisy Christodoulou

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September 2026

Governed by alchemists

Why it matters what clever people learn

Sep 13 • Daisy Christodoulou

134

38

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What if transferable skills don’t exist?

The implications for schools, universities, and the British civil service

Sep 6 • Daisy Christodoulou

156

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The difficulty of the Guardian Crossword, 1930 to 2026

Waugh is put out, Slope goes down and Golding is ungilded

Sep 2 • Chris Wheadon

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5

August 2026

What should we do about the “forgotten third”?

The importance of foundational skills

Aug 20 • Daisy Christodoulou

120

55

18

Solving GCSE mocks with Comparative Judgement

Double Marker - our newest project

Aug 14 • Daisy Christodoulou and Chris Wheadon

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5

Schools aren’t to blame for the NEET crisis

When learning more doesn’t help you earn more

Aug 8 • Daisy Christodoulou

145

36

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The problem with "parity of esteem"

Vocational education at age 14 is not the answer

Aug 2 • Daisy Christodoulou

199

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July 2026

Jim Callaghan's Secret Garden, fifty years on

What Callaghan's 1976 challenge to teachers can tell us about Andy Burnham's devolution gamble

Jul 26 • Daisy Christodoulou

74

6

10

Folarin Balogun and the consistency vs common sense trade-off

Do you prefer the right outcome with the wrong process, or the wrong outcome with the right process?

Jul 7 • Daisy Christodoulou

122

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June 2026

An AI marking case study: from four hours to twenty minutes

AI assessment can remove workload without removing the teacher

Jun 20 • Daisy Christodoulou

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Why personalising education based on student interests doesn’t work

You can't learn everything through the medium of Taylor Swift

Jun 13 • Daisy Christodoulou

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