Leading Teaching and Learning: A journey towards a more diverse curriculum excerpt
An excerpt from an SSAT Leadership Legacy Project think-piece written by Charlotte Nicholas from Westminster Academy.
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Leading Teaching and Learning: A journey towards a more diverse curriculum
Charlotte Nicholas from Westminster Academy shares her LLP think-piece from 2020 focusing on her school’s journey to create a more diverse curriculum.
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Challenging imposter syndrome and raising aspirations through student leadership
Saiqua Zaneb explains how Central Foundation Girls’ School have had a relentless, strategic focus on embedding student leadership in as many facets of school life as possible. This has empowered students to become future changemakers.
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Reflections on the year
Members of the SSAT team reflect on their highlights of 2022 and what they are looking forward to in the coming year…
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5 reasons to implement Embedding Formative Assessment
From transforming teaching and learning discussions to encouraging every student to participate in lessons, the impact of the SSAT’s Embedding Formative Assessment programme at Lostock High School has been far-reaching.
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Resource Hub from mental health charity, Beyond
As our member schools often observe, school holidays can be a challenging time for pupils who are experiencing mental health issues. We are pleased to let you know that the resource hub produced by Beyond, goes live next week.
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Seeing school through the lens of your learners
After highlighting Empathy Week in the last SEND Update, I was reminded about some of the most impactful training I undertook during my 30 years within the classroom. Early on in my career I attended a course at Nottingham University which focussed on teaching science to SEN learners.
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Who do you identify as leaders?
Let’s dive straight in and ask: What is it that makes someone a leader? And how do you identify leadership potential?
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Teachers are the best curriculum designers
The DfE does not think that teachers are good curriculum designers, so have provided Oak Academy with £43 million over three years to provide curriculum materials to schools. Oak’s purpose is to “improve pupil outcomes and close the disadvantage gap by supporting teachers to teach, and pupils to access a high-quality curriculum.” This is another example for me of the DfE not having due regard for the professionalism of teachers.
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Social media: friend or foe?
by Louisa Rose, CEO of Beyond As the CEO of youth mental health charity, Beyond, and an ex social media consultant, I’m particularly interested in the intersection of tech and mental health. It might seem like a pivot but let’s
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