Saturday, 21 January 2017
Employers continue to argue that we can only realise and release the potential of our children and young people if they are better prepared for life and work in the twenty first century. In recent years we have made considerable progress in raising standards and in improving the educational attainment of our children and young people, but the pace of change remains insufficient and the focus on skills has been limited.
Thursday, 19 January 2017
In the previous paper, 'What Doesn’t Work in Education: The Politics of Distraction', John Hattie argued that the aim of schooling is for every student to gain at least a year’s worth of learning for a year’s input. He further argued that many policy-makers and systems are persistently drawn to the wrong kind of education interventions – distractions that do not help us realise this ambitious aim. Hattie argues here that we need instead is a defensible and compelling narrative that leads to long-term, coherent and focused system-wide attention on student learning. He calls this territory ‘the politics of collaborative expertise’. Its premise is that there is differential expertise across our schooling system and that there can be wide variation within schools. At the same time, there is a remarkable spread of expertise that can be identified, nurtured, esteemed and brought together to reduce this variance. The aim of this paper is to begin describing what a model of collaborative expertise would look like and what we need to get done to make it a reality.
Tuesday, 17 January 2017
Monday, 16 January 2017
Sunday, 15 January 2017
Friday, 13 January 2017
We must create a culture in our schools, our hospitals and our care system where we break down the walls and the barriers which limit creativity and stubbornly maintain the status quo and limit our opportunities to make that step change in outcomes. We must try new things and network, learn and build on the real excellence in the system and challenge the systems and hierarchies that nourish and perpetuate the irrelevant, the second rate and the simply dreadful.