The light at the end of the pandemic tunnel is finally glowing a little brighter. As we reach ever closer to the end of that tunnel, there are several questions to consider – specifically as to what this means for our schools and their leadership.
What will this mean for courageous leadership?
What have we learnt about curriculum design and delivery over the past 12 months?
How do we balance the research evidence of generalised approaches complementing and possibly outweighing specialisation (ref Epstein ‘Range’)?
How will our teaching make pupils think hard about their learning? Does this align with our view on what a challenging curriculum should look like?
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If we can clarify such questions, then it will enable us to evaluate our provision against an ambitious intent.
Exciting times ahead for our courageous leaders!
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Join the discussion on LinkedIn.
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More About BST…
The BST process enables you as school leaders to articulate your ambition for pupils in your school and identify clear processes that will bring this from vision to reality. This approach to self-evaluation places ambitions at the centre of your school thinking. Used wisely, it will complement current monitoring and evaluation work.
There are 3 versions available; Primary (including Early Years), Secondary (including Sixth Form) and All Through.
If you’re interested or would like to find out more about BST, you can find more insight here. Alternatively, you can get in touch and we would be happy to discuss BST with you.