Teach young people to think like artists
At last month’s SSAT national conference, BBC arts editor Will Gompertz argued for a broader approach to education to balance the current focus on technology
Blog
Ofsted and the curriculum: more good news?
SSAT senior education lead Colin Logan reveals findings from phase 3 of Ofsted’s review and the implications for school leaders
‘Student-led’ maths class benefits a range of ability groups
Nilam Patel, mathematics curriculum leader at Canons High School, describes the improvements in progress as well as enjoyment and engagement resulting from personalised learning
Reflections on the SSAT National Conference 2018: Pure Imagination
Twelve months ago, when we confirmed the title ‘Pure Imagination’, we were thinking about imagined scenarios and possibilities. What became clear over the two days of the conference is that the topics we were covering are not pure imagination, but are already a reality.
Imagine if… the money ran out
In the years following austerity, we have seen the role of SBM become more demanding and challenging than ever, but also a trend in which SBMs play an increasingly strategic role in school leadership.
Formative assessment: the most cost-effective way to improve education – but how do we know?
Dylan Wiliam, emeritus professor of educational assessment at UCL, explains the evidence for the cost-effectiveness of formative assessment.
Imagine if… it didn’t matter where you came from
Unfortunately, educational inequality remains a persistent problem in our system. Despite almost a decade of the pupil premium, the national attainment gap between disadvantaged students and their wealthier peers has failed to close.
Fake news? I don’t think so
In the midst of all the news reports on Brexit and the madness of the Westminster bubble, the UN’s rapporteur on extreme poverty and human rights reported that despite being the world’s fifth largest economy, the UK has levels of child poverty that are “not just a disgrace, but a social calamity and an economic disaster.”
Imagine if… robots ran our schools
Robots will never run our schools. We don’t believe that robots will ever replace the role of the expert teacher. However, ‘robots’ may well change how we teach and how we deliver the curriculum.
Linking study of history and English enhances students’ understanding of both
Emma Stroud, English coordinator, Harris Academy South Norwood, responds to last month’s article by her colleague Alan Marshall-Hick.
