Blog

School attendance has obviously had a strange few years. For many months attendance became about being present online – a face in a sea of boxes on screen. Teachers reacted creatively and skilfully, high quality learning was delivered against the odds. New approaches were developed, many of which have continued rightly to shape practice now that we can be together again in real life.

Alex Galvin reflects on Dr Rankin’s ‘three ages of learning’ and the impact of AI for educators. The blog outlines the different ways educational institutions are already responding to AI. Is co-construction with students the way forward?

In this blog, Nadia Seaborne at GEMS Wellington International School in Dubai, explains how AI might change teaching and classroom practice. Is it a case of ‘keep your friends close and your enemies closer’? With an optimistic mindset the benefits could be endless and Nadia ends the blog with twenty examples of how ChatGPT could be used to improve critical thinking.

We know how important strong leadership at all levels is to school improvement. Just as ‘teachers change lives’, ‘leaders set the weather’. We want to inspire and equip more leaders than ever before.

SSAT, the Schools, Students and Teachers Network, supports the decision of those teachers who have chosen to go on strike.

Don’t forget to register for this year’s Now and Beyond Festival, which is taking place on Wednesday 8 February during Children’s Mental Health Week. Now and Beyond is completely free to access and has events for teachers, parents/carers and young people.

Janina Stromfield, Curriculum Leader of Science at Sackville School has recently been accredited as a Lead Practitioner. In this blog she explains why she focused on retrieval practice and how Lead Practitioner Accreditation helped her to embed this beyond her department and achieve whole-school impact.

Sunny Gunessee is a Lead Practitioner for teaching and learning. Having recently been accredited as a Lead Practitioner by SSAT, he has been reflecting on the last 12 months, the opportunities this has provided for his professional development as well as his role in leading his school in their journey towards excellence.

Whenever there is a new Ofsted framework, there is an understandable rush to identify hard and fast rules to inform decision-making. As inspection reports are published, recurring themes emerge and quickly become shared as guidance for others.

An excerpt from an SSAT Leadership Legacy Project think-piece written by Charlotte Nicholas from Westminster Academy.