A quick reminder of a key text for school leaders. This is based on the most recent iteration of the report, from 2019.
What is (and is not) ‘the best that has been thought and said’?
The phrase “the best that has been thought and said” was always likely to cause debate in schools. This post takes us back to what the phrase actually means, and why debate about it is kind of the point.
Thinking big: making a school curriculum bigger than the sum of its parts, Christine Counsell
The big ideas from Christine Counsell’s ‘Curriculum Masterclass’ session in 2021. You will be converted!
How to get ‘powerful knowledge’ right in your school
The third in a little series about powerful knowledge, this time focusing on how you can make sure you are getting ‘powerful knowledge’ right in your school.
The Seven Persistent Problems of School Leadership
Deep thinking from the Ambition Institute about how and why school leaders should develop expert knowledge to tackle the big problems facing schools.
Where do we often get ‘powerful knowledge’ wrong?
If you’re worried you, or your school, have misinterpreted ‘powerful knowledge’ this short post should help clear it up.
Why Should Anyone Be Led By You?
This book is full of practical advice and tips to help you reflect on your own leadership strengths and shortcomings.
What is “powerful knowledge” and how does it work in different subjects?
One of the big ideas of curriculum design, summarised in ten key ideas. Borrowing from the work of big thinkers, and using examples from different school subjects. It’s a start!
How to use metacognition
The EEF tell us that effective implementation of metacognition in schools is likely to be the most effective item in the teacher’s toolkit. Here’s a 10-point summary about how to start using it.
How to make ‘curriculum the progression model’
Ten top tips to turn Christine Counsell and Michael Fordham’s cracking idea into the lived reality for your students.