Sam Day

History and Politics Teacher

[Sam Day @SamDayHistory]

Very pleased to have my research on the history of Holocaust Education in Britain published in @HolocaustJCH. Available through Open Access here: https://t.co/tOo53f1Czr

[Matt Burnage @MJBurnage]

This is a great summary from Mark.

Sadly, the overwhelming sense is that the inspection framework has been gutted of any substance at subject/department level. Departments only matter insofar as they serve some sort of vague generic purpose.

[Mr Teece @MrTeece_]

In that case the government is as clueless as the one before and they need to wobble their heads and look again. We can't keep doing more with less. We are sick of doing that and doing more than we should.

[Pritesh Raichura @Mr_Raichura]

This is great thinking from Alex. We should ask ourselves this more!

‘Knowledge rich’ can morph into contextless teaching without understanding. Implementation of knowledge organisers suffers from this problem. I look at some and think: ‘this is so abstract and vocab dense!’

[Adam Boxer @adamboxer1]

People who dont work in schools think that the secret to school improvement is abstract theories and philosophies and jazzy things

People who work in schools are more interested in sorting the corridors

Amazing work Natalie, well done to the team!

[Alex Richardson @1917AndAllThat]

Another massive victory for working class children in the inner city, which at this point we've come to expect like clockwork. A school, a staff and a leadership who've been constantly attacked and never blinked.

[Laura Billingham @mrs_billingham]

I am still surprised to find teachers who haven’t heard of this series. It is an absolute MUST watch full of great practice with really practical strategies for implementation.

[Pritesh Raichura @Mr_Raichura]

Nothing beats good old hard work. Schools must defend knowledge-curricula, traditional exams & teachers must understand cognitive load theory to prevent being seduced by AI trends influencing schooling.

[Tom Bennett OBE @tombennett71]

Almost every school I go to has their values displayed everywhere in the form of a charming acronym formed in some torturous way to spell out SHARE or RESPECT or something. I focus group *lots* of groups of kids. Over 70% can’t even name those values. Posters and acronyms won’t move the behaviour needle a millimetre unless students are taught *specific* mandated behaviours that staff consistently and explicitly teach, insist upon, and praise. We learn abstracts by encountering concrete examples of the abstract. Nobody changed their habits because there’s a banner that says GROW in the foyer, no matter how big it is, or how many times they see it.

[Stephen Vainker @StephenVainker]

At the moment we underfund schools and then demand (often punitively) that they produce the best outcomes for children.

This is not (at all) the same as wanting the best outcomes for children.

[Sam Day @SamDayHistory]

@IGMansfield The point about subject specific training is generally fair but this makes me question your entire research. As someone who sat in that training it certainly was subject-specific and built on separate generic training. Betrays a lack of real engagement with the subject community

[Josh Vallance @VallanceTeach]

As a Labour voter working in education, I’ve wanted to write about the Schools Bill for a while. I’m worried about what it includes. But I’m even more worried about where it’s come from, and what it says about those making decisions in education.

https://t.co/YewS1L73GK

[Heather Fearn @HeatherBellaF]

I don’t know if people realise Ofsted don’t really have subject leads anymore.
I also don’t know if people *mind* that the subject leads are gone from Ofsted.
Do people mind?
It is a big change, even to the status quo that existed pre this current inspection framework.

[Emma Turner FCCT @Emma_Turner75]

Teaching without Powerpoint or IWBs - my latest blog - "Reclaiming analogue teaching"
https://t.co/7AftiZKI9t

[Heather Fearn @HeatherBellaF]

This is the challenge with CCF/ECF and much ITT. In practice, its premised upon the presumption that you just apply subject examples to taught pedagogical approaches.
Ask new teachers what the non-negotiable K was for their lesson. The answers will shock but how would they know?