How can teachers be the best they can be when they are hemmed in by performance measures that focus on short-term and easily quantified outcomes – like lesson observations and exam results?  Great test outcomes are not incompatible with great teaching, but they can be achieved by other means, so how can we encourage great teaching which, almost in passing, ticks the performance and assessment boxes?

It requires commitment from schools and departments, to be sure, but a lot still remains in the power of the individual teacher. Dimensions to be explored are around time (rejecting the pressure to make single lessons like microcosms of the learning journey) and space (looking at curriculum as something way bigger than the exam specifications).