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Sue Williamson, SSAT’s CEO, introduces her Fighting for Deep Social Justice pamphlet and reflects on her enlightening visit to Manchester Communication Academy that demonstrated the impacts that teachers have on shaping deep social justice in schools.
SSAT’s Special Schools Summit in May highlighted many important topics that schools have been focusing on this year, particularly how to create employability by developing certain skills and curriculum. Diana Whistance-Smith reports.
In this final report from the SSAT National Conference 2018, Claire Preston and Katy Parkinson, driving forces behind Lexonik, reflect on what originally prompted them to launch their innovative programme which improves literacy levels, and leads to greater achievement and attainment.
Emma Stroud, English coordinator, Harris Academy South Norwood, responds to last month’s article by her colleague Alan Marshall-Hick.
Alan Marshall-Hick, deputy coordinator for humanities and history subject lead, Harris Academy South Norwood writes.
Katie Ray, English teacher, Prospect School, describes their use of a particular poem to create excitement about English and an experience of success.
Henri Yeoman (née Plag), head of maths at Thornaby Academy and SSAT Lead Practitioner writes.
A student comment prompted David Newburn, SSAT LP at Excelsior Academy, to change his long-standing approach.
We have found that rewards for good behaviour work better than threats and punishments for bad, writes Claire Chambers, Bulwell Academy.
Applying research evidence through co-planning gives teachers the best chance of delivering great lessons, writes Eliza O’Driscoll, effective teaching and research lead, Bay House School and Sixth Form.
