Using SOLO as a framework for developing and assessing KS3 learning
How an Edgware school is improving teaching and learning at KS3 by focusing on the development of understanding, rather than the memorising of facts.
Blog
Assessment must return to being a diagnostic rather than an accountability tool
Colin Logan highlights the opportunity for schools to put to an end the tyranny of the flight path.
Collaboration is the key to school improvement…
Tom Welch responds to a recent CMRE report and calls for collaboration to be established with purpose and continually worked at and refined.
Who owns the curriculum?
Tom Middlehurst asks us to remember that the real curriculum designers are practitioners – they have the biggest influence on the lives of young people.
What does it mean to be one of the best schools in the world?
Kike Agunbiade explores the terminology used for schools that have progressed beyond ‘Outstanding’.
School leadership – effective for what? For whom?
Dan Belcher, Senior Education Lead SSAT, writes… John Dewey had some answers over a century ago The language of school ‘effectiveness’ has generally become accepted and normative. It is hard to argue against schools being effective, it sounds obvious. However,
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Congratulations to Lorna Bradford – Secondary School Teacher of the Year!
Congratulations to Lorna Bradford – the winner of the SSAT-sponsored Pearson Teching Awards Secondary School Teacher of the Year 2015.
Raising standards or raising fears?
Bill Watkin responds to a recent New Schools Network report on the teaching of the three Rs in primary schools.
Learning to make a difference
At SSAT’s National Conference 2014, Charles Leadbeater highlighted a number of key features that must characterise schooling in the future.
Personalising to help students realise their potential
Essa Academy, Bolton, gives students real-life experiences based on their interests and levels of achievement, to foster their drive to succeed.
