Sandringham Learning Journal Volume 4
This volume of the Sandringham Learning Journal is divided into
four sections. The first section, Reflections on teaching and
learning, provides an insight into the experiments, innovations
and strategies that have been tried and tested in classrooms this
year. This is followed by Reflections on ethos, which celebrates
our philosophical approach and the fundamental importance of
relationships in this incredible profession. The third section,
Reflections on the curriculum, considers not only the impact of
curriculum change but also issues such as gender asymmetry,
subject image and the phenomenal extra opportunities
Sandringham offers powerful stuff! Finally, the last section
(but by no means the least), Reflections on teacher learning,
provides a small taster of some of the many opportunities for
continuing professional development that have been experienced
and an insight into their impact.
“It is rare for a school to take such a progressive approach to gathering teacher experience and reflections. The Sandringham Learning Journal provides an interesting and inspiring read. Congratulations to everyone involved for opening their practice and hearts for the benefit of others.”
Dr Karen Edge, Institute of Education UCL
“I could not be more happy to receive my latest copy of the Sandringham Learning Journal. The combination of empirical research, teacher reflections and thought pieces make the journal an interesting and special publication. I truly think that the teachers at Sandringham are inspiring practitioners and the journal provides an excellent example of effective professional learning.”
Professor Dr Gillian Hampden-Thompson, University of Sussex
“A great read. An honest and reflective narrative on the reality of teaching. I loved how I felt like I was there in the classroom with each of the authors. Everyone can relate to the articles in this journal. Well done Sandringham!”
Sarah Forster, Deputy Headteacher, Uxbridge High School
“The latest issue of the Sandringham Learning Journal, as usual, has something of interest for all teachers. A tour de force full of diverse examples of teachers sharing reflections on practice and accounts of classroom-based research that demonstrate the unequivocal value of teachers’ engaging with research with the aim of continuously striving to improve teaching and learning. I hope this inspires teachers from other schools to share and disseminate their research!”
Dr Bethan Morgan, University of Cambridge
TITLE?Sandringham Learning Journal Volume 4
YEAR PUBLISHED?2016
NUMBER OF PAGES 182
PUBLISHER?Sandringham School
BINDING TYPE?Paperback & Digital