SSAT Journal 15 – Summer 2019

The Summer 2019 edition of the SSAT Journal delves into a range of educational topics, focusing on social justice, academic resilience, independent learning, and the challenges of promoting social mobility. It opens with a warm welcome from Sue Williamson, the Chief Executive of SSAT, highlighting the significance of social justice and the launch of the “Fighting for Deep Social Justice” campaign. This initiative aims to tackle social mobility issues and foster educational excellence through collaborative efforts involving schools, employers, and other stakeholders.

The first article, “Adapting foreign practice to meet local needs,” written by David Wylde from Riverside School, discusses the adoption of Japanese-inspired collaborative lesson research to enhance teaching and learning practices. Kirsty Bryant, Lead on T&L and CPD, details the methods and effects of Allerton High School’s innovative strategy of using a unique “purple challenge” approach to promote academic resilience and independent learning.

The journal also sheds light on the stall in social mobility progress, offering suggestions for improvement. Various contributors address the widening attainment gaps in schools, advocate for targeted funding and focus on raising attainment for disadvantaged students.

Other articles include “Seeking to apply nine pillars of great schools” by Mark Wignal, “Teaching responsively in Mathematics” by Clare Hill and “How to achieve and maintain high performance in MFL” by Hayley Marston.

The Journal also explores the use of memes to engage students in schools, the importance of changing the culture to improve boys’ academic achievement, and the integration of cognitive science principles to enhance memory and learning.

The SSAT Journal is a benefit available to all staff members located in SSAT member schools.