Three school improvement priorities (no.2)
Well hello there, and welcome to update #139!
When I’m talking with colleagues about what their school improvement priorities are, they generally fall into three broad strands.
Now I’m a statistic of one, so it might not be an accurate picture, however the first that colleagues say they are keen to improve is developing standards in literacy across the curriculum.
The second is inclusion.
When it comes to the curriculum, there’s plenty of evidence that pupils enjoy demanding work, as long as they are supported in conditions of high challenge and low threat.
There’s also evidence that the way pupils learn is more alike than different in terms of how they think and learn[1]. This isn’t to say that all pupils are the same. They should be treated as individuals, and some will enjoy some aspects of learning more than others.
It does mean that we can draw on insights that we know are common to all of us:
· Curiosity
· Beauty
· Story
I explore how to use these insights to make the curriculum accessible for all, including for pupils with additional needs.
I’ve published some new content on Myatt & Co for history, geography and religious education, access with an annual or group subscription
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I’ll talk about the third school improvement priority next time!
[1] Willingham, Daniel T. Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom (p. 167). (Function). Kindle Edition.