On 15 January 2021, a story on the BBC website reported on an A-Level student who started a campaign to ‘scrap any external exam assessments’ stating that, “he was concerned the ‘quality of learning’ for pupils had been so varied that it would be unfair to expect students to sit externally set assessments”. The student added: “there needed to be a system that considered the ‘varying circumstances’ in which pupils were studying”.
In lieu of our planned CollectivED / GCI conference in June (now rescheduled for November 9th) we are hosting a new webinar series drawing on the conference themes of Better professional conversations; enhancing education one discussion at a time.
In this blogpost CollectivED Advisory Board member and Carnegie School of Education PhD student Charmaine Roche invites participants to join a special CollectivED symposium.
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 abnormal becomes our new normal, many people have missed memorable experiences that will never be recovered. Whilst the severity of the impact of the coronavirus will differ from person to person, it is important to ask: how do we respond to adults and children alike in this situation?
We have a saying in our office: ‘Keep it real!’ Keeping it real for our second year Primary Education 5-11 and final year Primary Education 3-7 trainees, (with QTS), includes the Alwoodley Reading Project, first established in 2013 and extended following our Ofsted Phonics Monitoring Visit in 2015.
Education leadership is often talked about in hushed terms, there are so called hero-heads, there are numerous personal published narratives on leading schools, and we borrow and build theories of educational leadership.
There are some enduring questions about teachers and school leaders as a profession. What does it mean to be part of the teaching profession? Are teachers too often ‘done to’, or are they viewed as having emerging expertise? As professionals do they feel isolated or part of a unique and significant community? Should we be more concerned with the individual person or the characteristics of the collective? How are individual educators’ lives shaped by and contributing to the profession as a whole?
Often on social media practices such as coaching are presented as silver-bullets. In education there are many versions of coaching adopted and some are contested, some highly marketed, some are short-lived school-based innovations and others become woven into the professional fabric of schools.
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.
Conference for Newly Qualified Teachers (NQTs)
14th February, 2020
In September 2020 schools will be required to implement the new statutory guidance on Relationships Education for primary schools and Relationships and Sex Education for secondary schools. This guidance was last updated in 2000 and the revisions in the 2020 guidance reflect the changes in society that have occurred since that time.
On Thursday 26th September colleagues from School of Education successfully delivered the first research symposium for the Youth Sport Trust’s (YST) Learning Academy.
It is nearly two years on from the publication of the Green Paper in 2017. With its bold title, Transforming Children and Young People’s Mental Health Provision, the paper set out the government’s strategy to correct the ‘historic injustice’ (p.2) of discrimination, poor treatment and stigma associated with mental health.
Our bodies are designed to move (Designed to Move, 2012), however, due to the rapid rise in industry and technology, young people in the UK are experiencing lifestyles that are more sedentary than ever.
Despite years of monitoring and targets, the professional workforce of education, from early years to university, remains generally unrepresentative of the wider population that it serves, in terms of indices such as gender, social class and ‘race’; this is even more marked at leadership levels (Cabinet Office, 2017). The production of educational knowledge is, therefore, predominantly the outcome of the collective contributions of a partial and skewed sample, with restricted opportunities for its underpinning assumptions to be challenged by those who can offer different gender, social and cultural perspectives.
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.
The high levels of engagement from the pupils demonstrated the importance of sharing a love of learning with primary children.