In this think piece, Elliott Loveless, City of Norwich School discusses how their PSHE curriculum was updated to reflect new government guidance.
SSAT Senior education lead Alex Galvin shares opinions on a recently published report about disadvantaged white pupils.
At SSAT we believe that we are at a critical moment for schooling and in a series of on-line conferences are looking at Why change is needed, now? We strongly believe that change needs to be led by the profession – join the conversation and lets redesign schooling, so that every child, whatever their ability or context, leave school fully prepared to lead fulfilled and purposeful lives.
In this think piece, Charlotte Broadhurst from Wirral Grammar School for Boys attempts to improve the organisational skills of year 6 students.
SSAT has joined with 10 leading education bodies to urge the Government to re-think its plans to defund Applied General Qualifications, including BTECs and move to a binary system where students will have to choose between a binary academic or occupational route Post 16.
SSAT Leadership Legacy Fellow, Saba Syed-Marikar, throughout this think piece unpicks what motivates our students to progress and succeed, and whether choosing to study BTEC or A-level plays a part in this.
Education plays a crucial part in our society to achieve equity, not just equality, as well as social cohesion. After the death of George Floyd, Charlotte Nicholas, SSAT Leadership Legacy Fellow, focused her think piece around what, as an individual teacher – and school, could be done in order to achieve social justice through education.
Explaining the science behind teaching and revision, sharing several strategies, and demonstrating how to use these in context, SSAT Leadership Legacy Fellow, Hamda Sheikh, writes how revision for students can be transformed.
Georgina Wood, SSAT Leadership Legacy Fellow, writes in her think piece about the significance of developing two key areas within her school: form time and wellbeing. The focus of her research, coupled with the ‘pause’ the pandemic caused, lead to developing new strategies with measurable impact.
In his Think Piece, Tim Chow shares his school’s initial progress with improving inclusion and equality for all stakeholders in the wake of the Black Lives Matters protests in the market town of Ashbourne in the Derbyshire Dales.