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The 4Ps: A shared language for high-quality teaching

The 4Ps offer a shared language for consistent high quality teaching and curriculum delivery. In this five-part series, Matt Bromley breaks down each one and offers practical strategies and self-evaluation criteria for teachers. In part one, he introduces the 4Ps… This article first appeared in SecEd Magazine on 24 April 2024. One of the schoolsContinue reading “The 4Ps: A shared language for high-quality teaching”

A mirror and a window: Using the curriculum to include the excluded

Knowledge begets knowledge. The more you know, the easier it is to know more. But the opposite is also true meaning we often exclude students from learning unwittingly. Matt Bromley offers a three-point plan to address this… This article first appeared in SecEd Magazine on 19 March 2024. In my keynote at SecEd’s recent National SENDContinue reading “A mirror and a window: Using the curriculum to include the excluded”

Making English more relatable

How can we ensure that our English lessons speak to our students’ lived experiences and thus engage their attention and allow them to see the vital relevance of this core subject? Matt Bromley advises… This article first appeared in SecEd Magazine on 4 March 2024. In a recent video for the Let’s Talk English series, I arguedContinue reading “Making English more relatable”

Why social class should be the 10th protected characteristic – PART TWO

This is a version of an article by Matt Bromley which has appeared in various publications including Headteacher Update, SecEd, and DiverseEd, written to accompany the book, The Working Classroom. This is part two of a 2-part series. Catch up with part one. Last time, I argued that social class should be the 10th protected characteristic.Continue reading “Why social class should be the 10th protected characteristic – PART TWO”

What can we do to make secondary schools work better for working-class students?

This is a version of an article by Matt Bromley which first appeared in HWRK magazine and was written to accompany the book, The Working Classroom. The education system is rigged in favour of the privileged. Working-class students are disadvantaged from day one: their birth is, all too often, their destiny. To truly tackle inequality,Continue reading “What can we do to make secondary schools work better for working-class students?”

The meritocracy myth

This is a version of an article by Matt Bromley which first appeared in Teach Secondary magazine and was written to accompany the book, The Working Classroom. If you’re a high-ability pupil from a working class background, you aren’t going to do as well in school and in later life as a low-ability pupil fromContinue reading “The meritocracy myth”

Intent, Implementation, Impact

60 self-evaluation questions to help you audit your curriculum In my 2016 book, Making KS3 Count, there’s a section called ‘Making Curriculum Count’ in which I advocate a more joined-up approach to curriculum design to ensure greater continuity across the various years, key stages and phases of education. I also advise that schools plan engaging curriculumsContinue reading “Intent, Implementation, Impact”

Why social class should be the 10th protected characteristic – PART ONE

This is a version of an article by Matt Bromley which has appeared in various publications including Headteacher Update, SecEd, and DiverseEd, written to accompany the book, The Working Classroom. The Equality Act 2010 makes it unlawful for schools to discriminate against, harass or victimise a pupil or potential pupil: …because of their: These sevenContinue reading “Why social class should be the 10th protected characteristic – PART ONE”

The questioning classroom: 5 practical questioning techniques

In this five-part series, Matt Bromley looks at how we can create a questioning classroom. In part five, he walks us through five practical questioning techniques which you can adopt and adapt for your classroom and teaching… In this final instalment, I would like to share five practical questioning techniques. 1, Hot-seating Hot-seating is aContinue reading “The questioning classroom: 5 practical questioning techniques”

The questioning classroom: The purpose and timing of questions

In this five-part series, Matt Bromley looks at how we can create a questioning classroom. In part four, he explores the purposes of our questions, timing our questions effectively, how we can ‘pass a question around the classroom’, and questions as a form of scaffolding… So far in this series, we have seen how askingContinue reading “The questioning classroom: The purpose and timing of questions”