As children and young people are confined to their homes the expectations of how, what, where and when they should be learning are shifting rapidly.
During the last CollectivEd Advisory Board meeting in November 2019 our board members made a robust argument for the need to create and support a counter-narrative to the hyper-accountability culture that schools in England find themselves subjected too.
Data has become an increasingly important aspect of all our lives. Huge quantities of data are collected about us and used in increasingly complex ways to impact on our lives.
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.
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.
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.
Which stories matter and who says that they matter?