Redesigning Schooling

Written by leading academics working with your school leaders, SSAT’s Redesigning Schooling is a series of publications that provide fascinating insight into how we can redesign the profession.

Each publication aims to:

  • Identify the big questions we should be discussing in education
  • Look at lessons from other systems
  • Shape the debate on how we take our education system to world class

Members of SSAT can download all of the pamphlets as a membership benefit by logging in to the Exchange.

If you are not a member of SSAT and would like to find out more please contact us.

The Redesigning Schooling range

  1. Why change is needed

Sue Williamson, Chief Executive, SSAT

Sue Williamson puts forward a passionate call for school leaders and educators to collaborate in setting our country’s education system on course for world class. Explaining why every education professional needs to campaign for change, she introduces the subjects of the following Redesigning Schooling publications by leading experts, practitioners and observers of education, both in the UK and across the world.

  1. What kind of teaching for what kind of learning?

Bill Lucas and Guy Claxton, Director and Co-Directors, Centre for Real-World Learning

Professors Bill Lucas and Guy Claxton address the fundamental questions: what are the desired outcomes of learning for each individual school? What kind of leadership will create those kinds of teaching and learning? Examining alternative approaches, they clearly explain and integrate relevant work by international thinkers and leaders in education.

  1. Principled curriculum design

Dylan Wiliam, Professor of Educational Assessment, UCL Institute of Education

Dylan Wiliam starkly outlines the challenge; ‘the rather terrifying thing about being involved in education at the present time is that we are the first generation of educators who know we have no idea what we’re doing’. He discusses what a rapidly changing world means for curriculum in our schools, outlining seven suggested principles of curriculum design.

  1. Working with stakeholders

Peter Chambers, Editor, SSAT

Stakeholders are a vital contributor to the redesign of schooling. Peter Chambers outlines the essential involvement of employers, sponsors, FE and HE institutions, government and the wider community in helping to define an education fit for 21st century young people.

  1. Student impact in a redesigned school

Tom Middlehurst, Head of Policy and Public Affairs, SSAT

Of all the stakeholder groups in education, children are the most important. Tom Middlehurst charts the journey of student voice and student leadership towards a more encompassing term: student impact. Providing a theory behind this development, Tom shares practical examples of how schools are changing attitudes to learning by involving students in the redesign of schooling.

  1. Engaging parents: why and how

Bill Lucas, Director, Centre for Real-World Learning

Professor Bill Lucas argues for the wholesale adoption of strategic parent, family and community engagement. He makes the case for higher awareness among school leaders, teachers, parent and other community members about the kinds of parental engagement that really work. This resource also provides an audit tool to help you assess your current practice and plan for development.

  1. Professional accountability

Dr Peter Matthews OBE, visiting professor, Institute of Education and former Her Majesty’s Inspector of Schools

Dr Peter Matthews defines accountability as a principally intrinsic part of professionalism in a self-improving school system, arguing that proportionate external measures are unavoidable in highly autonomous publicly funded schools. This resource also provides an audit tool to help you assess your current practice and plan for development.

  1. Principled assessment design

Dylan Wiliam, Professor of Educational Assessment, UCL Institute of Education

Following the removal of national curriculum levels in September 2014, Dylan Wiliam argues that this represents an ‘extraordinary opportunity’ to design an assessment system that is ‘the servant, not the master of the learning.’ He guides us through a nuanced way of thinking about assessment that should underpin the design of any model, considering impact, what to assess, how to utilise data and critically, how to design your own assessment system that best supports teaching and learning.

  1. Collaboration and networking

Chris Smith, Research and Student Leadership Coordinator, SSAT

Chris Smith advocates for a truly collaborative culture enabled through networks. Assessing the evidence so far, he observes a strong indication that collaboration can be a powerful driver for school improvement. Chris explore the characteristics of networks, the critical role of collaboration in innovation and suggests a framework for putting this into practice.

  1. What the new professionalism means for England

Sue Williamson, Chief Executive, SSAT

Sue Williamson calls on system leaders to agree to the purposes of the system, how it should be designed and operated and how the success of that design can be judged. She discusses developing a fully qualified, high-quality teaching profession that is capable of leading on pedagogy, curriculum design and assessment.

  • A vision for education – beyond five-year policy cycles

Vision 2040

Vision 2040 envisages the fulfilment of a new paradigm for education. This publication follows 25 years in the professional life of a newly qualified teacher in 2015, tracking the key events and milestones that, by 2040, have revolutionised the education system as we know it now. The Vision 2040 group and SSAT implore you to read it, talk about it, challenge it, share it or even write your own vision for 2040.