Bridging the Generation Gap to Produce Peer Mentoring Programmes for Unaccompanied Asylum-Seeking Children in Leeds
On 4 September, seven students were awarded Certificates of Attendance for their contribution to the development of a new Peer Mentoring Programme designed to help Unaccompanied Asylum-Seeking Children (UASC) settle in to life in Leeds.
The salary increase for new teachers is welcome news, but the government also needs to focus retention.
The proposal to increase teachers’ salaries to £30,000 by 2022-23 necessary and will be welcomed by many. However, as Dr Mary Bousted rightly points out, the government also needs to set out how teachers will be retained.
The CollectivED research and practice centre is working in partnership with Growth Coaching International (GCI), this partnership was celebrated at the CollectivED Knowledge Exchange Conference which took place this July.
As changes in the curriculum appear on the horizon it is essential for teachers and school leaders to engage critically and constructively with the opportunities and tensions that emerge.
Tübingen in southern Germany was experiencing the June European heatwave when members of the Erasmus project ‘PROMISE; Promoting Inclusion in Society through Education: Professional Dilemmas in Practice’ attended the project meeting at the end of the first year of work.
This short blog offers reflections on three things which happened on Wednesday 19th June 2019 which were of note to me.
The high levels of engagement from the pupils demonstrated the importance of sharing a love of learning with primary children.
Damien Hinds states that while exams are “inherently stressful”, they also help build character and develop “resilience and coping mechanisms”.
Professor Jonathan Glazzard
On the thirteenth of June the BBC report that “Nurseries in deprived areas ‘face closure over funding gap’”.
Anyone with a passing interest in education will have noticed the increasing frequency with which advisory groups spring up.
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