What kind of learning for what kind of future?
Alex Galvin, Senior Education Lead, SSAT writes a preview to the exclusive member publication SSAT on Future Learning.
Blog
A formative journey: making students active in the learning process
Greg Gilbey, Director of Student Engagement, Lincoln Christ’s Hospital School shares their story as one of the 61 schools to have completed the EEF/SSAT project Embedding Formative Assessment this year.
How can teachers become more evidence-informed?
Shaun Allison, Director of Research School and Deputy Headteacher, Durrington High School provides eight fresh ideas on how a busy teacher can access research papers and evidence to improve their own practice.
Four pillars of principled curriculum design, to articulate and evidence curriculum intent
SSAT have captured some of the key questions provoked by a focus on curriculum intent in 4 pillars of principled curriculum design.
Turning mirrors into windows: how a challenging curriculum can aid social mobility
The curriculum is one of the key levers, perhaps the key lever, we have to improve the life chances of the young people in our care. Rob Hitch, Vice Principal, Harris Academy South Norwood discusses the link between a challenging curriculum and social mobility.
New academic year: time to recalibrate
Helena Marsh, Executive Headteacher, Linton Village College, reflects upon the start of the new academic year 2017/18.
Hello September: here we go again…
Psychologist Dr Lindsay Joyce suggests evidence-based strategies to build wellbeing recovery into your school day; helping to boost your happiness and create a more effective learning environment for students at the start of the academic year and beyond.
SSAT: switching our vision for a purpose
We have revisited our mission, vision and values… or, as we have named them, our Purpose and Convictions. Mike Jones, Head of Brand, SSAT explains why, and gives some tips on how an organisation can best share and live by its core principles.
Ofsted’s proposal for 15-day conversion period risks undermining all its good work
Tom Middlehurst writes. Ofsted’s live consultation on extending the period in which a full inspection can take place following a section 8 inspection, from 48 hours to 15 days, would undermine so much of the work the inspectorate have done over the last two years. It would threaten the reliability and validity of inspection – and is driven by purely logistical concerns.
My work experience at SSAT
In the last few weeks schools up and down the country have been giving year 10 students opportunities to experience the world of work. Meaningful WE placements give young people a chance to learn about different roles in the workplace, develop a range of skills and personal qualities to enrich learning and support personal development. One student who gained a unique insight into the world of work spending a week at SSAT is Emily.
