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This week, SSAT’s latest publication, On Curriculum, explores the highly-anticipated curriculum revival that many schools and MATs are immersing themselves in. Head teachers and senior leaders weigh in on the revamping of curriculum over the past year.
Whether it is meant to be a force to be reckoned with as a society or a protest-inducing phenomenon, the complexities of Brexit should be more effectively communicated. Amand Menon, Director of The UK in a Changing Europe, emphasises why schools should be teaching their students about all things Brexit.
Amanda Spielman debunks inspection myths and advocates for professional judgements in the interest of students during her main stage presentation at the SSAT National Conference 2018.
Lyndsey Morgan, lead practitioner for literacy, Drapers’ Academy, describes their successful approach, which involves colleagues and students as well as outsider expertise in decision making and implementation.
At times of recruitment difficulties in schools, the path of Tracey Stonell, a teaching assistant-turned-teacher, is an inspiration to others who are considering changing career or progressing from a support role in school to a teaching role.
A major theme of SSAT’s 2018 National Conference was capital: after social and cultural capital, covered previously, David Priestley, executive headteacher, Greenfield Community College reflected on creative capital
This week, the Department for Education launched its new recruitment and retention strategy, which has been one of Damian Hinds’ ‘tier one’ policies since he started the role just over a year ago.
A major theme of SSAT’s 2018 National Conference was capital, discussed here by two school leaders: Andrew Morrish of Victoria Academies on social capital; and Caroline Derbyshire of Saffron Academy Trust on cultural capital
SSAT’s most popular blogger, senior education lead Colin Logan, highlights the key points, including some that are not specifically mentioned, in the new framework. Warning: this is a long blog – but worth it.
Sarah Monsell, subject leader of art at Kingsford Community School, describes how a critical thinking approach can be applied across the school to improve attainment of the most able and standards for all pupils
