The pandemic has shed light on the role of education networks and the need to feel supported. As leaders and teachers adjusted to the new normal official guidance was often hard to come by, policies and practices were constructed on the hoof and adjustments were made down the line. Spaces opened up to develop new ways of working, and some educators had more capacity and confidence than others to occupy these spaces. At times it must have felt like a race, and at other times it was probably a relief to see a peer get one step ahead and forge a way that that they could mentor you through.
Teacher training alumni, Christie Waite, shares with us how her experience studying in Carnegie School of Education gave her the confidence she needed, her enthusiasm for the education sector and how this helped her progress to Acting Headteacher just 6 years after graduating.
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?
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.
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.
Conference for Newly Qualified Teachers (NQTs)
14th February, 2020
Two years have passed since the publication of the government’s Green Paper, Transforming Children and Young People’s Mental Health Provision. A key element of the vision that was set out in this document was to introduce mental health support teams into schools to provide low-level clinical interventions to young people with mental ill health.
On Thursday 26th September colleagues from School of Education successfully delivered the first research symposium for the Youth Sport Trust’s (YST) Learning Academy.
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.