tygolding.bsky.social
headteacher - rugby coach - doctoral student
complexity ~ policy ~ leadership ~ curriculum ~ professional learning ~ chips peas gravy
…always ask why…
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1,359 followers
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@catrplace.bsky.social @tygolding.bsky.social Would highly value your reflections on this blogpost ...
If you know any schools that would like to develop challenging learning with James, please do share the blogpost and/or this link:
www.learningpioneers.co/challenge
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How can I help?
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Pob lwc 😊
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Despite the ‘adorable’ artwork, this mug is in no way suitable for coffee. It is overly oversized, too chunky and should only be used for tea.
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Think we may need to share the good, the bad and the ugly of the coffee cup world.
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Yesss! 👆🏽
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❄️
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@learningpit.bsky.social @rethinkingjames.bsky.social @mareewhiteley.bsky.social @thinkchat2020.bsky.social @trevormackenzie.bsky.social @chaptersintl.bsky.social @vidhyaganesan.bsky.social @catrplace.bsky.social @tygolding.bsky.social
You're on the list. Thanks for the inspiration 👆
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Please can I leave those with you for starters? 🫣 there are more… 😂
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Q5 - What you present in the A4 proposal (which I like), is curriculum understanding and application over coverage? How far could we go in removing the barriers presented by a coverage focussed, assessment driven curriculum?
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Q4 - I use realisation and not implementation, as a deliberate attempt to emphasis the agency that exists with school leaders and their teams. Could the concepts of realisation Vs implementation be the crux of the challenges with any national curricula?
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Q3 - You pose the above (a&b Q2) as a paradox - Do you think we are comfortable enough in the uncomfortable, in school leadership… particularly when it comes to realising curriculum policy in practice?
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Q2 - In your experience, is it curriculum design or pedagogy that schools use as a priority tool for a) impressing Ofsted and b) securing better outcomes for learners.
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The essence of the above is… Is it ‘geography per se’ that we need or is it geographical knowledge, skills and experiences?
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No particular order sorry - Do we need to distinguish geography as a stand alone subject, right through the primary curriculum? For geography, read any of the humanities subjects.
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2/2 as context: previously worked in curriculum design & development and currently pulling together doctoral research on role of leaders in realising curriculum policy, in practice.
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Interesting read Christopher. There is a lot here that is pragmatic and purposeful. Would you mind me throwing you a few questions / provocations, all of which are a genuine attempt at discussion and challenge, and in no way pointlessly antagonistic? 1/2
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You’ve planted a brain worm now 🪱😝- what’s the validity and value of ‘truth to power’ based upon the subjective or normative context of ‘the truth’ and ‘the power’? Stopping now… 😁
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It makes sense to look at the vertical dynamic in an org. As is a norm when thinking about power. However, I’m wondering about the role of horizontal (peer) dynamics? What is the relationship between horizontal & vertical truth & power?
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Great Q. Simplistic literal answer - yes. Agree with Cat’s response & your follow up… but also thinking that the question presents a ‘dilemma of definition’. Would we benefit from a shared definition of both truth and power?
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People. Process. Product.
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It’s a genuine masterclass 💫
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Let’s be sure to keep the wisdom of #bemorekeith coming…
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Love it 😂 #bemorekeith
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If you do, make it arty and leave room for anothe line as I failed to include one further piece of invaluable advice… #bemorekeith 😁❤️
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It’s a good one 😁
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I love these moments, had one last week in the gym. Such a boost. The inverse is also just as magic 💫- this is me a few months back with my former Y6 teacher / primary headteacher. We both coach rival district rugby teams and evidently he’s wanted to stop me talking so much, for a long time 🤭😂
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At first glance this looks like it could be the basis to some good reflection and then dialogue. Thanks.