There is a big expectation for excellence, however, the means to achieve this are often not provided. The assessment standards are all over the place and do not correlate with what is being taught in the scripted out lesson plans. For example - the assessments are set by a 'Learning Model' team, the Assistant Principals of each school are expected to 'moderate', however, when teachers receive assessments it is laden with numerous mistakes and content that was covered in example term 2 is being tested in term 3 - why cover all the content for term 3 if it is not being tested then? On top of that, the deadlines to conclude with marking are unrealistic. There is a big emphasis on writing (especially in English) and no focus whatsoever on grammar. Reading is to be taught in small groups - however, the timetable does not allow for the teacher to see each group to teach reading and often times scholars are left without being taught any reading skills.
SPARK Support - which acts kind of like the network's head office rarely provides support. The management is still juvenile and I am sure there will be a difference in 10 - 15 years. A lot of systems are not yet in place, and small irregularities make for a very unpleasant working environment Leadership (which are all young, inexperience, millennial leaders) clearly displays favouritism, and often times they have a very childish approach to handling things and even conducting meetings. There is little to no empathy shown for one's personal life and support is very little.