We all recognise schools as places of learning for children and young people. However, in schools with strong learning cultures, everyone shares an identity as a learner. When staff speak about the learning dispositions they expect to see in their students, they could hold up a mirror and see the same dispositions in themselves. This paper draws from ongoing research into the leadership of future-focused schools, conducted from November 2018 to January 2019, funded through a Winston Churchill Memorial Trust Fellowship. At the time of writing, I had visited 11 schools – four primary, six secondary and one serving Years 1–13 – across Australia (Victoria, New South Wales) and New Zealand (Christchurch). Schools in Australia and New Zealand are apt for comparison to those in England. In both countries, state schools follow a national curriculum and, as with English schools, have comparably high levels of autonomy (Ponte et al., 2008). In Australia, students take standardised, n
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's £1 per year for trainee teachers and half price for ECTs) or log in if you're already a member.
