The last few months have been difficult for everyone. We are living in unprecedented times. Our lives have been restricted in ways which we could never have imagined. Many people are missing social contact and some are experiencing loneliness and isolation. Many of us are worried about the health of our friends, family and work colleagues.
In this blogpost CollectivED Advisory Board member and Carnegie School of Education PhD student Charmaine Roche invites participants to join a special CollectivED symposium.
Transgender (trans*) healthcare, for children and young people, is bureaucratic and limited at the best of times, but COVID-19 has brought with it it’s unique set of own challenges.
On Saturday 25th April, while browsing twitter I noticed two familiar faces featured in the Schools Week timeline.
Coronavirus lockdown is difficult for us all. But we must try not to let children fall through the gaps.
The DfE is set to enforce the highly controversial ‘Reception Baseline Assessment’ (RBA) examination for 4-5 year olds this September despite the Coronavirus pandemic.
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.