Design for learning beyond the classroom
Pınar Gökbayrak looks back on her journey as a school architect, reflecting on classrooms, how a school’s ‘forgotten places’ can be used and designing schools with the community.
Pınar Gökbayrak looks back on her journey as a school architect, reflecting on classrooms, how a school’s ‘forgotten places’ can be used and designing schools with the community.
Jane Crowhurst asks us to think about what physical spaces say about a school’s learning culture and values. What stories do they tell?
Ashley Currie looks at how part of a heritage school building in rural Derbyshire has been repurposed for Global 21st Century learning.
Matthew Savage reflects upon his experience as a disabled wheelchair user in a world which was neither designed nor built for him.
In the first of two articles, Matthew Savage reflects upon his experience as a disabled wheelchair user of a world which was neither designed nor built by or for him and why every physical space, including our schools, is in need of liberation.
Putting this learning support mantra into practice is the best way to meet an increasing range of post-covid needs, according to Krystle Flack, Head of Learning Support at Cranleigh School.
Asking students to reflect on and talk about their ideas can be difficult. Matthew Kloosterman suggests that getting students into the right visible thinking routines makes all the difference.
Tau Wey, Head of Keyboard Music at Sevenoaks School reflects on changes being made to music education and curriculum that gives voice to our diversity and difference.
For Matthew Savage, gathering and using data in context to inform our teaching and guide our support for students is nothing short of a moral imperative.
Clare Ives makes a persuasive case for using the concept of equity to lay the foundations of a school’s culture and to guide a range of school interventions.