Schools in England are entering a period of professional freedom unlike anything that has been seen since the introduction of the first national curriculum. Academies, for example, have no requirement to follow the national curriculum and those schools that do have been promised less prescription and more scope to innovate. How will we make the most of these freedoms?
The old adage “if you do what you always did you’ll get what you’ve always got” presents both a challenge and opportunity to those hoping to use these new flexibilities to design more compelling learning.
In education, as in all other fields of human endeavour, there are always new ways to enhance what we do. How as teachers, for example, do we respond to the emerging evidence about how the brain works? How do we design learning to equip young people for life in an interdependent globalised world? How do we exploit the creative potential offered by technology?
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