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Leadership Issues

This category contains 172 posts

Planning a KS3-4 Curriculum Model: Walking through the thought-process.

This blog is a walk-through of the thinking in an imagined school, designed to highlight the range of parameters curriculum designers might have to consider. Before setting about carving up the pie of time into allocations to subjects, it’s important to establish the principles that will guide all the decisions you make. Let’s explore the … Continue reading

Curriculum Building: Every step matters; know your role; make it count. e.g. Writing YR to Y11.

In the last few weeks I’ve had a lot of conversations with teachers and leaders in schools in challenging circumstances at both primary and secondary.  A common experience has been the difficult process of trying to build a coherent curriculum in a context of staff turbulence, curriculum reform and recruitment challenges. I’ve also worked with … Continue reading

School walls are oozing with unhelpful growth mindset cheese….

If you walk around a lot of schools these days and absorb the MESSAGE that emanates from the walls, you are likely to find yourself saturated by an oozing motivational cheeze-fest. (That’s a typo but it seems appropriate to keep it.). FAIL: first attempt in learning Don’t give up until you are proud.  I can’t … Continue reading

A common lesson format. A structure, not a straitjacket.

In my previous school we devised a common format for lessons through staff discussion. The aim was to support the process of embedding certain behaviour routines and expectations and, perhaps more crucially, some pedagogical practices.  This week a Headteacher told me they had borrowed the idea so I thought I would share it again.  This … Continue reading

Primary Education is Extraordinary. What I learned in a day.

I recently spent a day visiting Tudor Court Primary School in Chafford Hundred, Essex, as part of a visit for a group of Chinese teachers. It’s a school I worked with last year –  led by the wonderful Phil Kyriacou.  It’s a four form entry school which allows visitors to get a sense of the … Continue reading

Tackle Workload. This bandwagon actually matters.

Everyone is talking about workload and rightly so.  It’s even becoming a line of enquiry for inspections.  The folk up at Wizard of O HQ are banging on about it – because they are the new Good Guys –  and Headteachers now have an extra incentive to make sure they are doing something.  This time, … Continue reading

Standards?! What’s going on with GCSE grades?

Are standards going up?  Here’s my annual twitter joke for GCSE results day: DfE media guidance. Response to GCSE outcomes: If results have gone up: This is evidence of policy raising standards. If results have gone down: This is evidence of policy raising standards. It’s a clever trick – but it’s not actually wrong.  A … Continue reading

Teaching for Distinction @OldhamCollege. FE CPD in action.

Following on from the first post outlining our Teaching for Distinction Programme, here is an update including more of the materials.  We’ve just completed the introductory day on Modules 4-6 alongside a recap of Modules 1-3.  Oliver Caviglioli produced these lovely infographics to summarise some of the key elements of each module – although it’s … Continue reading

GCSE Results Post-Mortem

I hope your results have been kind to you and your students; I hope you are still standing after the annual tightrope walk.  However well things went, whether you are a senior leader, Head of department or teacher you’re going to want to try to extract as much information as possible from the results so that you can celebrate all … Continue reading

Compliance

Compliance. It’s another of those ideas in education that drives people into their camps. For some, compliance or systems that generate compliant children are an outrage; children suppressed, their natural creativity crushed, their rights and freedoms denied, victims of authoritarian power structures that have no place in the modern world. For others, compliance is a … Continue reading

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