Trust Teaching

Since Michael Gove introduced the concept of ‘British Values’ in June 2014 it’s always been a contentious concept in our schools – why do values have to have a nationality? Is it the duty of schools to define the values of their communities? New values are emerging, values that seem to represent who we are as a society. The sense of connection and empathy is growing, and I’d like to propose a new list of core Values that British people have rallied around, values that have not always been obvious or fully acknowledged in our society, but have come to the fore in recent weeks.

Will the cancellation of the summer 2020 GCSEs make any substantial difference to where the nation’s 16-year-olds find themselves 6 months later?
GCSEs made sense in a time when age 16 signalled the end of formal education for a huge proportion of the school population. In the modern world, it’s just another point at which young people pick a particular route, in the same way they do when they choose options at the end of Year 9.
What would we lose if GCSEs just didn’t happen? 

Schools and school leaders face ethical dilemmas regularly, and there has been a growing movement to define what ethical behaviour looks like in schools and then commit to this as our way of working.  The Ethical Leadership Commission has produced the Framework for Ethical Leadership in Education, setting out the key commitments that define ethical educational leadership.