SSAT Journal 20 – Winter 2022

The Winter 2022 edition of the SSAT Journal covers a diverse range of topics related to education and school improvement. The journal opens with a welcoming message from Sue Williamson, the Chief Executive of SSAT, reflecting on the challenges and changes in education in 2022.

Mark Pyle from Warden Park Secondary Academy challenges traditional approaches to math education in “Mixed ability maths teaching in KS3,” advocating for mixed-ability groups to promote equality of opportunity, problem-solving, and independent thinking.

Alice Jones from Bentley Wood High School focuses on “Helping state school students gain a place at Oxford and Cambridge University,” emphasising the importance of support and guidance to empower students to pursue prestigious universities.

An interview between Alex Galvin from SSAT and Simran Bhadare and Hannah Fahey from St Mark’s Academy explores “Transforming learning in the sixth form,” discussing effective teaching and learning strategies in the sixth form.

Antony Nichola from Goffs Churchgate Academy discusses “Reading our way to diversity,” highlighting the significance of diverse literature in promoting inclusivity and understanding among students.

Other articles include “Guiding, listening, responding: the characteristics of effective Early Career Teacher mentoring” by Rachael Melvin, “The Road Less Travelled – Using training pathways to personalise CPD” by Rosemary Osborne and Julia Knowles, and “Why we want our pupils to be ‘bothered!'” by Chris Jones.

The journal also features articles on sight testing in special schools, promoting positive behaviours, and distributed leadership in special education.

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