Over the last few months or maybe even longer whenever I have attended any educational event, including a recent staff meeting, and of course on Twitter, the words: research, research-based or research-informed practice have been very much present. ‘Research’ has become one of the key words, buzz words, something that almost needs to be said otherwise one might not sound professional or credible enough. It feels like almost everyone is an expert on research, but definitely has an opinion on it.

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There is only one way: everybody.

Recently I have been fortunate enough to experience two very valuable professional events. One of them was The Intensive Outstanding Teacher Programme in order to eventually facilitate it and soon after I attended a Learning without Limits Network seminar at the Faculty of Education at Cambridge University.

Some important questions and reflections emerged during that time. Am I everybody’s teacher? Are all my students included in my lessons and do they know it? What is it like to be in my classroom for each individual student of mine?

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Seneca says it is our duty to ‘cultivate humanity’


Seneca says that it is our duty to ‘cultivate humanity’

In a publication ‘Schools for Human Flourishing’ Libby Nicholas and Prof John West-Burnham write that focus on the so-called academic subjects should not be at the expense of broader concerns around human development and human flourishing and it should start with the whole person as a unique individual.’ (Human flourishing and educational leadership, Schools for Human Flourishing, SSAT, Woodard Schools and The Church of England Education Office).

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You get what you assess…


Assessment has been a focus of my interest, work and reading for many years, but still I find there is more to understand and discover.

I am convinced that there needs to be a lot more attention on developing assessment knowledge and skills in teacher training and professional development as such, because having mastery of assessment is one of the fundamental skills in teaching and learning. Continue reading →

‘Religious Education is here to stay’

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David Aldridge in his article: The case for Humanism in Religious Education, (Journal of Beliefs & Values, (2015) 36:1, 92-103, DOI: 10.1080/13617672.2015.1014650) makes a strong case for inclusion of Humanism in RE curriculum. Some of the arguments David presents have also prompted a reflection on my own experience of Religious Education I have had over the last ten years. Continue reading →