Your views firstname.lastname@example.org
Comprehensive schools are not all created equal
Scottish readers will have noted that the interesting feature published on 10 July, "It's 50 years since the birth of comprehensive education. Will it live for another 50?", referred only to England. From the beginning, the English comprehensive school revolution has been different from that in Scotland. Over the past 20 years, England has diversified the governance and institutional form of its secondary schools, whereas Scotland's national debate of 2003 showed a very substantial support for local authority comprehensive schools.
In our recently published book, Everyone's Future: Lessons from 50 years of Scottish comprehensive schooling, we evaluate the experience of Scottish comprehensive secondary schooling using a wide variety of evidence. We also apply some key democratic principles, which underpinned the original reform and which continue to guide Scotland's educational thinking: equality, liberty, fraternity and fairness.
We conclude that comprehensive schooling has worked well for Scotland, although there is work to be done to deliver a genuinely comprehensive education system that could match up to its founding ideals. The government circular establishing comprehensive schooling in Scotland was published on 27 October 1965 and an event marking that 50th anniversary will be held on 27 October 2015 at the University of Edinburgh, based around the findings reported in our book.
Daniel Murphy, Cathy Howieson and Linda Croxford
Senior teaching fellows, University of Edinburgh's Moray House School of Education
Short and tweet
This is brilliant. A Brentian Ian Botham being torn to shreds by Scottish schoolkids in 1986. bit.lyBothamKids
Wishing you all a safe and enjoyable golf trip to the US! @LorettoGolf
Singing is so important! Sing about routine, sing to children, sing with parents, Marjorie Ouvry urges. #ifdco
Successful schools give teachers autonomy to flourish. Don't over-obsess about "consistency" - much loved by many SLTs [senior leadership teams] - it stifles creativity.
#EdJustice is understanding that schools can allow our children to be joyful while still having discipline.
#Play is essential for child development. Through play kids learn essential speech, language and communication skills.
Principals should meet with their leadership team at least once a week. This should include a detailed agenda of items. #edchat #txeduchat
What is the difference between ignorance and apathy? I don't know and I don't care.
Letters for publication in TESS should arrive by 10am Monday. Send your letters, ideally of no more than 250 words in length, including contact address and phone number, by email to email@example.com. Letters may be edited