Author Archives: Administrator

This is part four of a five-part series. Catch up with part one, part two, and part three before reading on. The classroom isn’t working for working-class students. So, what can we do about it? Last time I suggested we embed four knowledge domains into our curriculum in order to give working-class students access toContinue reading “How to make the classroom work better for working class students: Part 4 – Equality through the core curriculum”

This is part three of a five-part series. Catch up with part one and part two before reading on. In the first two instalments in this series, I set out ways in which the education system is classist – why the classroom isn’t working for working-class students. I felt this was important because many ofContinue reading “How to make the classroom work better for working class students: Part 3 – Secret knowledge and school funding”

This is part two of a five-part series. Catch up with part one before reading on. Life is unfair. Success at school – as in work – is determined, not by merit, but by birth. The richer you are, the more successful you will be. And, what’s more, this unfairness exists, not by accident, butContinue reading “How to make the classroom work better for working class students: Part 2 – The hidden curriculum”

Society is unfair and, as microcosms of society, so too are schools. Success is all too often determined, not by merit, but by birth. The richer you are, the more successful you will be in school and in later life. What’s more, this unfairness exists, not by accident, but by design: those who make society’sContinue reading “How to make the classroom work better for working class students: Part 1 – Equity in education”

This is a version of an article written for SecEd Magazine and is the seventh instalment in a 9-part series. This series from Matt Bromley reminds teachers of key practical lessons from the ITT programme he delivers. Having discussed the planning of curriculum learning, he now turns his attention to key approaches to facilitating andContinue reading “How to facilitate learning”

This is a version of an article written for SecEd Magazine and is the sixth instalment in a 9-part series. In this series, Matt Bromley reminds all teachers of key practical lessons from the ITT programme he delivers. This time he continues his look at how we can plan learning including assessment and feedback, retrieval,Continue reading “How to plan retrieval practice and a curriculum that’s a means of assessment”

This is a version of an article written for SecEd Magazine and is the fifth instalment in a 9-part series. In this series, Matt Bromley reminds all teachers of key practical lessons from the ITT programme he delivers. This time he continues his look at how we can plan learning including sequencing the curriculum andContinue reading “How to plan a well sequenced and equitable curriculum”

This is a version of an article written for SecEd Magazine and is the fourth instalment in a 9-part series. In this series, Matt Bromley reminds all teachers of key practical lessons from the ITT programme he delivers. This time he looks at how we should plan learning, including ensuring ambitious, broad and balanced curriculumContinue reading “How to plan an ambitious, broad and balanced curriculum”