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Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

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Articles about Education and Questions from Kids

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Articles about Education and Questions from Kids

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https://theconversation.com/uk/education

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Education - Views & Research - The Conversation

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Curated by professional editors, The Conversation offers informed commentary and debate on the issues affecting our world. Plus a Plain English guide to the latest developments and discoveries from the university and research sector.

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https://policybristol.blogs.bris.ac.uk/category/research/education/

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Oral language skills are critical for learning, and they matter now more than ever

Capabilities such as vocabulary knowledge, narrative skills and active listening are foundational for young children's learning. Developed both at home and in school, these capabilities are known as oral language. Oral language is essential for young children's learning, in particularly their literacy development and their ability to access the curriculum.

Oral language skills have always mattered, but they matter now more than ever.

The Covid-19 pandemic has widened the already stubborn 'language gap', that is the difference between the language levels of children from poorer backgrounds vs their more affluent peers. Ofsted have raised concerns that children hit hardest are ' regressing in basic skills and learning, including language, communication and oral fluency' ¹. Recent research found that 92 per cent of teachers think school closures due to the Covid-19 pandemic have contributed to a widening of the 'word gap' and that 94 per cent found it challenging to support pupils' vocabulary development while teaching remotely during the first national lockdown ².

This suggests that the inequalities facing children in our school system are being exacerbated by the Covid-19 pandemic. Pupils from poorer backgrounds have suffered the most and face a greater loss of learning as a result of school closures ³.

The likely increase in the disadvantage gap highlights the importance of school-based, early language interventions. Support for oral language offers an important means by which we can address the injustices worsened by the pandemic.

Continue reading

Posted in Covid-19, Education |

Authors:
Simon Burgess, Professor of Economics, University of Bristol
Hans Sievertsen, Senior Lecturer in Economics, University of Bristol

UNESCO estimates that around 1.5 billion children were unable to attend school in the spring of 2020. Closed schools mean lost learning, lower skills and reduced life chances and wellbeing.

A strategy for closing this learning gap needs to be rapid, school-based rather than online, and provided in addition to regular school. Given the size of the learning gap, it requires significant investment. Most importantly, there must be evidence of its effectiveness.

The policy that best fits these criteria is small-group tutoring, based in schools. This is the focus of the UK government's new flagship catch-up programme, available to state schools in England.

Continue reading

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"Challenging. The Brazilian Educational System is Huge"
This is written on the website of Todos Pela Educação (All for Education), an NGO that provides information about the Brazilian educational scenario in order to help boost quality and access to basic education.

Brazil has a history of elitism and oppression. Education was used as an evangelisation tool by the Jesuits to convert Indigenous Brazilians in the early colonial years, between the 16th and the 19th centuries. Till this day, many schools are run by religious institutions. In the 19th century, the elite either had the luxury of private tutors or sent their children abroad, particularly Portugal, for their studies while slaves traded in from Africa were not allowed any type of education at all. Black people are still marginalised as a consequence of structural racism.

Continue reading

Posted in Education, Policy engagement, Research |

By Dr Albert Sanchez-Graells, Reader in Economic Law (University of Bristol Law School).*
In 2016, the EU adopted the Web Accessibility Directive, which aim is to foster better access to the websites and mobile applications underpinning public services - in particular by people with disabilities, and especially persons with vision or hearing impairments. Continue reading

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Perhaps the central policy question for those of us studying education is: how can we raise levels of attainment? For long, the focus was almost solely on cognitive skills, but a line of recent research has looked at the interaction between such skills and non-cognitive factors (also called psychological traits), motivations, and culture in generating higher student achievement. Continue reading

Posted in Tagged Children and families, Education |attainment, children, education, English as a secondary language, immigrants, Research, students

shutterstock.

Simon Burgess, University of Bristol

One of the toughest subjects in classrooms at the moment is the recruitment and retention of teachers. Their level of pay is often cited as a problem - and possibly part of a solution.

In England, the public sector pay freeze of recent years has meant real terms pay cuts for many teachers. But another part of the picture is the procedure which decides how much an individual teacher gets. Until recently this has been the pervasive public sector approach under which pay has generally increased automatically over time. Continue reading

Posted in Children and families, Education |

Why should we care about mature students?

It has become almost routine to read stories giving 'more bad news' about part-time student numbers in universities.

On 29 June, the Office for Fair Access (OFFA), which monitors access to universities in the UK, published its outcomes for 2015-16. The report highlights a 'crisis' in part-time numbers, which have fallen for a seventh consecutive year, a decline of 61% since 2010-11. Since more than 90% of part-time students are over 21, this has also led to a significant decline in the number of mature students in the sector.

This also means that, overall, the number of students entering universities has fallen significantly since 2012. Continue reading

Posted in Tagged Education, Uncategorized |diversity, exclusion, mature students, Office for Fair Access, part-time students, university, widening participation

Brexit will present the UK with a vast number of political, economic, social, and legal challenges and opportunities in the months and years ahead. In this short piece, Professor Phil Syrpis reflects on the steps taken within the University of Bristol to begin to tackle the challenges and exploit the opportunities.
From the time that it became clear, on the morning of Friday 24 June 2016, that the UK had voted to leave the EU, academics have been absorbing, reacting to, and in some cases seeking to shape, the political agenda. Events have been occurring at a dizzying pace. David Cameron was swiftly replaced by Theresa May; Parliament, after Gina Miller's Supreme Court victory, voted to trigger Article 50 and begin the process of exiting the EU; White Papers and Negotiating Guidelines were issued; and we are now set for a General Election on 8 June, which looks set to be dominated by Brexit (that's one of the very few predictions I feel able to make). Continue reading

Posted in Education, Global political economy, Uncategorized |

A friend of mine recently posted a link on Facebook to a Wall Street Journal article, 'Blue Feed, Red Feed', which allows readers to pick a topic - Hillary Clinton, say, or abortion - and see how the 'other' side of Facebook is talking about it. My friend wrote:

" I and everyone I know (well, nearly everyone) finds Trump utterly disgusting, but this isn't necessarily a good thing. For others worried that we all (mostly) agree with each other, this is a useful side-by-side comparison of liberal and conservative Facebook. "

I looked at the split screen on the topic of 'guns' and saw posts I recognised on the 'blue' side condemning Republican measures to reduce checks on those buying firearms. The 'red' side, meanwhile, included a link to a Federalist Papers website article criticising 'leftists who don't like guns'.

The divides that were exposed by Trump and Brexit are complex. Yet, in both votes, two sides emerged that were incomprehensible to each other and they split, above all, along levels of education. Continue reading

Posted in Tagged Education, Global political economy, brexit, democracy, Donald Trump, elections, politics, university, voting Uncategorized |

There are many bright young people who come from disadvantaged family or school contexts where university attendance is not the norm.

As part of the High-Potential Learners Project, we investigated how these young people could be supported in making decisions about university. In particular, we wanted to know how to encourage high-achieving young people to consider the highly-selective, research-intensive, Russell Group universities as an option.

Over a period of two years, we worked with a group of 44 sixth-form students from schools across Bristol, to understand how and why they made decisions about university. We also analysed a large-scale, nationally-representative dataset of 2290 high-attaining learners who had turned 18 in 2009/10.

Our project found that school context was highly important with regards to subsequent university attendance, and identified some of the ways in which schools and universities can work together to support students' decision-making.

Continue reading

Posted in Tagged Education, Social change and diversity |A-levels, Back to School, Bristol, career guidance, decision-making, disadvantaged backgrounds, education, GCSEs, graduate school of education, high-potential learners project, higher education, Research, russell group, schools, university

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Oral language skills are critical for learning, and they matter now more than ever Capabilities such as vocabulary knowledge, narrative skills and active listening are foundational for young children's learning. Developed both at home and in school, these capabilities are known as oral language.

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https://oxfamilibrary.openrepository.com/bitstream/handle/10546/620473/gd-teaching-controversial-issues-290418-en.pdf?sequence=1&isAllowed=y

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https://www.ted.com/talks/sir_ken_robinson_changing_education_paradigms

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Sir Ken Robinson: Changing education paradigms | TED Talk

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In this talk from RSA Animate, Sir Ken Robinson lays out the link between 3 troubling trends: rising drop-out rates, schools’ dwindling stake in the arts, and ADHD. An important, timely talk for parents and teachers.

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Breaking Boundaries: The Science of Our Planet

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Breaking Boundaries: The Science of Our Planet

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https://www.netflix.com/dk-en/title/81336476

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Watch Breaking Boundaries: The Science Of Our Planet | Netflix Official Site

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David Attenborough and scientist Johan Rockström examine Earth's biodiversity collapse and how this crisis can still be averted. Watch trailers & learn more.

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https://radicalteacher.library.pitt.edu/ojs/radicalteacher

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Justice requires that we see "into the scattered wrongful dead/into the disappeared/the despised." But it also requires that we take action beyond that vision, that we move from noticing to doing, to creating. That transition from recognizing injustice to taking action to counter it is the focus of the articles in this issue of Radical Teacher. While these articles vary in topic from a high school "world literature" class to teaching first-year college composition through hip hop to a group of British female academics responding to workplace speed-up in the context of neoliberal structures of higher education, all the pieces in this issue take on the difficult work of building just educational environments.

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Justice requires that we see "into the scattered wrongful dead/into the disappeared/the despised." But it also requires that we take action beyond that vision, that we move from noticing to doing, to creating. That transition from recognizing injustice to taking action to counter it is the focus of the articles in this issue of Radical Teacher.

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https://d3n8a8pro7vhmx.cloudfront.net/dreamdefenders/pages/188/attachments/original/1457123378/Final_BOHM_Curriculum_1234.pdf?1457123378https%3A%2F%2Fwww.scribd.com%2Fdoc%2F302090495%2FBOHM-Rebellion-Curriculum

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https://www.zinnedproject.org/

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The Zinn Education Project is my compass in a sea of corporate textbooks, packaged common core curriculum and standardized testing. My entire curriculum is based on lessons that can be found on the Zinn Education Project.

High School Social Studies Teacher, Portland, Ore.

Your support is needed to help more students learn people's history. 100% of Zinn Education Project funding comes from individuals like you. Donate today.

By Ursula Wolfe-Rocca

From voter ID laws to voter-roll purges, gerrymandering to poll closures to the deadly in-person voting conditions during a pandemic, the right to vote is under attack and the stakes are high. It is critical that students learn about the fight for voting rights, past and present.

Nov. 30, 1924: Shirley Chisholm Born...

Teaching About the Violence in Palestine and Israel...

I can UNDERSTAND pessimism, but I don't BELIEVE in it. It's not simply a matter of faith, but of historical EVIDENCE. Not overwhelming evidence, just enough to give HOPE, because for hope we don't need certainty, only POSSIBILITY.

-Howard Zinn

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Zinn Education Project: Teaching People's History

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The Zinn Education Project promotes and supports the teaching of people's history in middle and high school classrooms across the country. Based on the lens of history highlighted in Howard Zinn's best-selling book A People's History of the United States, the website offers free, downloadable lessons and articles organized by theme, time period, and reading level.

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https://www.amazon.co.uk/Free-Learn-Unleashing-Instinct-Self-Reliant/dp/0465025994

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Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life

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Buy Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life by Gray, Peter (ISBN: 9780465025992) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Teaching Resistance - big bank of resources

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Teaching Resistance - big bank of resources

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https://drive.google.com/drive/folders/0B1dxivCmED-sc1kwU0Z6VTRMWXc?resourcekey=0-O8wVrzWrNHvv-VOoUFE4tw&usp=sharing

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https://docs.google.com/document/d/1ogOoH-Psae0UAZPsHl3KzxdNgk_1dGNzP1K-8EgI_sk/edit

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Special Needs Resources by Children's Book Authors 

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Special Needs Resources by Children's Book Authors 

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https://pop-up.org.uk/our-impact/education/send-resources-from-kent/

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Pop Up - Transforming lives through literature

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Our resources are the unique result of our ongoing three-year project to deliver Pop Up Festival for SEND in 22 Kent special schools, in partnership with Kent SEN Trust (Kent). They were developed by some of the fantastic children's writers, poets and illustrators who worked with us, inspired by their experiences of delivering hands-on workshops to pupils with SEND: Alexis Deacon, Cheryl Moskowitz, Ellie Sandall, Jessica Spanyol, Kate Wakeling, Michaela Morgan, Polly Ho-Yen, Karin Littlewood and Karen George. The range provides practical ideas for engaging pupils with different learning needs, including PMLD, SEMH with LD, PSCN, SLCN and High Functioning ASD. You can download all of the resources by signing up to our newsletter below or find more resources for SEND pupils on .

Who we worked with

Partners

Supporters

"The focus on the book incorporated aspects of art, colour and smell work for our VI pupils, PSHE, communication symbols and collaborative working."

Teacher, The Beacon School in Kent
Get involved

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SEND Resources by Children's Authors - Pop Up

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Our resources are the unique result of our ongoing three-year project to deliver Pop Up Festival for SEND in 22 Kent special schools, in partnership with Kent SEN Trust (Kent).

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https://poetrysociety.org.uk/education/

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The Poetry Society was founded in 1909 to promote "a more general recognition and appreciation of poetry". Education is at the heart of what we do - from sharing free poetry lesson plans with teachers worldwide on our platform PoetryClass, to booking life-changing Poets in Schools visits. Schools members of The Poetry Society also benefit from poetry books, resources, posters, Poetry News and The Poetry Review (secondary only), as well as free access to our Poets in Schools service. We also profile a selection of Teacher Trailblazers every year, who share their tips and write lesson plans based on poems by young people.

The Poetry Society also supports budding young writers from across the world: we run the biggest international poetry competition for 11-17 year olds, the Foyle Young Poets of the Year Award, and offer writers aged up to 25 free prompts, competitions and advice on our Young Poets Network.

"The Poetry Society is at the heart of poetry in education, nurturing the relationships between poets, pupils and teachers with care, vision and flair" Carol Ann Duffy, Poet Laureate 2009-2019

"The Poetry Society is considered the gold standard when it comes to living poetry and this day is an example of why." Teacher feedback following a Poets in Schools visit, 2015

Connect your school to the transformative power of poetry, including access to Poets in Schools, poetry posters and subscriptions to Poetry News and The Poetry Review
Join now

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The Poetry Society was founded in 1909 to promote "a more general recognition and appreciation of poetry". Education is at the heart of what we do - from sharing free poetry lesson plans with teachers worldwide on our platform PoetryClass, to booking life-changing Poets in Schools visits.

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https://www.youtube.com/watch?v=vcLcXeXJVDU

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Forum theatre performance | Shannon Ivey and STATE of Reality | TEDxColumbiaSC

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https://docs.google.com/presentation/d/1_92AsU7BHzDpdVwZNRMkeTqQ3Cj2u9OA5jbPKTtYHx8/edit?usp=sharing

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https://docs.google.com/document/d/1JHgtukgyN3ff7N_2y41ZEk7UfrH1V8fGAaQUUrZHMkA/edit

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WAYS TO DISCUSS, BRAINSTORM AND PARTICIPATE

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https://www.minuteoflistening.org/minutes-resources/

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Resources On this page, you can discover additional resources and lesson plans that can help you use Minute of Listening in the...

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https://www.dragqueenstoryhour.org/

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Bookings are open for in-person and virtual events!

​

In addition to traditional story hours, DSH is PROUD to offer a range of tailor-made employee experiences to add some sparkle to your team meetings and company-wide virtual events.

​

Our trained storytellers offer themed events ranging from our Pride story hours for the whole family, adult-centered employee experiences, bingos, and so much more!

Some organizations we've worked with:

DSH is really about connecting with kids, helping them to understand identity and intersectionality.

Amanda Clarke
Librarian, Brooklyn Collaborative Studies

Want to join our Royal Court of Sustaining Donors? This essential work needs your help.

What is Drag Story Hour?

It's just what it sounds like! Storytellers using the art of drag to read books to kids in libraries, schools, and bookstores.

DSH captures the imagination and play of the gender fluidity of childhood and gives kids glamorous, positive, and unabashedly queer role models.

In spaces like this, kids are able to see people who defy rigid gender restrictions and imagine a world where everyone can be their authentic selves!

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Bookings are open for in-person and virtual events! ​ In addition to traditional story hours, DSH is PROUD to offer a range of tailor-made employee experiences to add some sparkle to your team meetings and company-wide virtual events.

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https://www.instagram.com/goodmorningmsfoster/

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https://www.theguardian.com/world/2009/may/06/augusto-boal-obituary

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Augusto Boal, the visionary Brazilian theatre director and dramatist, who has died aged 78, spent his life proving that you didn't have to wait until "after the revolution" for worthwhile social improvements - you could use theatre to make radical changes in the here and now. Best known as the author of the 1974 classic Theatre of the Oppressed, which had grown out of his theatre movement of the same name, Boal was an inspirational and internationally recognised theatre guru.

Boal was born and grew up in Rio de Janeiro and trained as an industrial chemist, first graduating in 1952 and then researching at New York's Columbia University. Fascinated by theatre, he spent his time in the United States studying drama as well as chemical engineering. In 1955, he wrote and directed his first play - The House Across the Street - in New York.

When Boal returned to Brazil, he was invited to work at the tiny Arena theatre in São Paulo, and was its director between 1956 and 1971. At first, he ran writers' and actors' workshops, then - influenced by the revolutionary spirit of the 1960s - he took agitprop shows into the countryside and pioneered a radical kind of "living newspaper" in which the audience helped decide the subject of the play.

At one point, when Boal's agitprop group was preaching the necessity of taking up arms, a peasant in the audience stood up and suggested an armed raid on a local landlord. Embarrassed, the actors backed down. But the incident taught them to listen to the people.

Abandoning crude agitprop, Boal developed the idea of the "Theatre of the Oppressed". At first, this involved asking audience members for ideas for alternative endings to plays about oppression. Then, after an angry woman was so dissatisfied with how his actors interpreted her suggestions that she came on stage and showed them what she meant, he developed shows with more audience participation.

Drama entered his life in a more dangerous way when, in 1971, Boal's activities came to the notice of Brazil's military junta. He was arrested and tortured, then released after three months. Exiled to Argentina, he continued to practise his ideas, developing for example a new form of theatre, image theatre - which uses physical theatre instead of the spoken word - during a literacy campaign in Peru in 1973.

In 1974, he published his first book, Theatre of the Oppressed, which argued that mainstream theatre was an instrument of ruling-class control, aimed at sedating the audience, but which also showed how the dramatic arts could be a weapon, turning the spectator into an actor, the oppressed into revolutionaries. The British playwright John Arden once said it was a book that "should be read by everyone in the world of theatre who has any pretensions at all to political commitment".

Based on the radical teaching of Paulo Freire, whose book Pedagogy of the Oppressed was a direct influence, Boal's ideas aimed to wake up the passive spectator, inviting members of the audience on to the stage to act out their real-life problems, turning them into what he called "spect-actors", and empowering them to find strategies for personal and social change.

He also developed other kinds of participatory drama, including forum theatre, which aims to generate solutions to real-life problems. Boal's Theatre of the Oppressed was translated into 25 languages and his techniques were adapted in places as diverse as Estonia, India, Puerto Rico and Sweden. There has been a torrent of scholarly articles and books about him in French, Spanish and Portuguese, although he is less known in the English-speaking world.

In 1976, he settled in Lisbon before being appointed professor at the Sorbonne in Paris in 1978. There he taught his radical approach to theatre, setting up a Theatre of the Oppressed centre, and organising international Theatre of the Oppressed festivals from 1981 to 1985. In Europe, Boal became more aware of the subjective aspects of oppression, so in Paris he started workshops - with his psychoanalyst wife Cecilia - designed to tackle what he called "the cop in the head".

After the downfall of the military junta, Boal returned to Rio de Janeiro in 1986. He set up a major Theatre of the Oppressed centre and formed more than a dozen companies to develop community-based performances. He also experimented with other kinds of intervention, such as invisible theatre, where actors set up a situation in a public place to stimulate debate among onlookers, or culture theatre, which involves members of one ethnic group performing a play from a culture antagonistic to their own - for example, Palestinians putting on a Jewish play.

In 1993-96, Boal was elected as a member of Rio de Janeiro's city council, and turned techniques first devised to encourage audience participation into a way of making popular laws, calling this technique legislative theatre.

"Unlike the dogmatic political theatre of the 1960s, which told people what to do," Boal said, when I met him in 1995, "we now ask them what they want." What excited him, he said, was the unexpected creativity of the process. "Many times we came up with a simple idea no one had thought of before."

More books followed, including Games for Actors and Non-Actors (1989), The Rainbow of Desire (1995) and Legislative Theatre (1998). In 2001, his autobiography, Hamlet and the Baker's Son, was published. In 1994 he was awarded Unesco's Pablo Picasso medal, and he had countless honorary doctorates, including from London University, Worcester College, Oxford, and the University of Nebraska.

He was slight of build, modest, but always full of energy and quiet hope; Boal's terrific energy came from his faith in the creativity, spontaneity and ability of all people, however underprivileged, to change their situation. In London, for example, he often worked with Cardboard Citizens, a homeless people's theatre company, and he continued until recently working on projects both in the developing world and in the US, which he visited every year.

Boal was married twice. He is survived by his wife and collaborator, Cecilia, and two children, Fabian and Julian.

Augusto Boal, writer, director and teacher, born 16 March 1931; died 2 May 2009

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Augusto Boal, the visionary Brazilian theatre director and dramatist, who has died aged 78, spent his life proving that you didn't have to wait until "after the revolution" for worthwhile social improvements - you could use theatre to make radical changes in the here and now.

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https://www.lovereading4kids.co.uk/blog/collections/diverse-voices-childrens-books-that-celebrate-difference-6090

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Our earliest perceptions of the world and its cultures are shaped by the books we read and it is essential that children see a true reflection of our society in the literature recommended and available to them. An absence of an inclusive range of role models or characters in our books risks detering children from minority backgrounds from the joy and enrichment that a love of reading can bring.

The Centre for Literacy in Primary Education (CLPE) Reflecting Realities Survey of Ethnic Representation within UK Children's Literature shows that 20% of children's books published in 2021 feature a minority ethnic character, a significant increase from the 4% reported in 2017. The annual CLPE survey, which is funded by Arts Council England, launched in 2017 with the key focus of determining the extent and quality of ethnic minority characters featured within Picturebooks, Fiction and Non-Fiction for ages 3-11 published in the UK.

The five years of reporting provide benchmark statistics which have seen a sustained increase in the number and percentage of books that contain characters from racial minorities; a standard which is vital in ensuring all children have the opportunity to become readers by providing books where they can see themselves, their experience and the wider world reflected. The increase of representative titles published also corresponds with an increase in the presence of ethnic minority main characters, with 9% of the children's books published in 2021 featuring minority ethnic main characters, up from 1% in 2017.

However, while this slow but positive growth is to be welcomed there remains a significant disparity between the demographic make up of story worlds compared to the world as actually experienced by young readers.

CEO of CLPE Louise Johns-Shepherd, said of the next steps: 'We are delighted to see the upward trend in numbers, we are determined that it won't be a 'trend' that disappears or that dips. We will continue to do this work and to support ongoing dialogue within the publishing industry because we believe in the power of children's literature to change lives and we believe inclusive representative casts of characters in children's literature make books better.'

Joseph Coelho, Waterstones Children's Laureate said 'As a Patron of CLPE I am incredibly proud to support the annual CLPE Reflecting Realities survey and to see the very real impact it has made to representation in children's books over the past 5 years. One of my goals as Waterstones Children's Laureate, Bookmaker Like You, aims to show every child that they too can be a bookmaker - the CLPE Reflecting Realities Report supports this aim by ensuring all children can see their world meaningfully reflected in the books they read.'

Albeit not as many as any of us would like, we do have some brilliant authors, illustrators and relevant literature to recommend enabling all children to find themselves reflected in books. We have curated an exciting and diverse list of books to help build understanding, empathy and tolerance of our different backgrounds and that also entertain and celebrate our rich, shared cultural heritage.

The books in our selection include a diverse cast, some actively teach about diversity and inclusion and others celebrate role models and historical figures in non-fiction titles. Many of the novels include diverse families without actively teaching about diversity and are great additions to every child's library. Scroll down for a selection of books that celebrate difference, suitable for toddlers to teens, catalogued in age order.

We will continuously update this category as we read and review new, relevant publications.

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Diversity & Inclusion - 100 Children's Books that Celebrate Difference

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Our earliest perceptions of the world and its cultures are shaped by the books we read and it is essential that children see a true reflection of our society in the literature recommended and available to them.

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https://www.youtube.com/watch?time_continue=15&v=Rw_3ap0AlZI&feature=emb_title

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Dapo Adeola on reading, representation and children's books

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https://www.tate.org.uk/kids

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Play free games and quizzes, find art activities, explore homework help and share your art with Tate Kids. The best art website for kids.

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https://www.artpedagogy.com/

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Threshold Concepts for Art educators and students

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Anti-Racist Resources for Creative Educators

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Anti-Racist Resources for Creative Educators

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https://docs.google.com/spreadsheets/u/1/d/1AIJTrlGw9rNVbP9eQaF5xIgqUZIFlAwvBR6EHm6usvc/edit?usp=drive_web&ouid=104990852874539137417

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Anti-Racist Resources for Creative Educators 

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https://powerpack.earth/?utm_source=Serpentine+Galleries+eNews&utm_campaign=63fb6e2b06-We%27re+open+-+2+incredible+exhibitions+4+June_COPY_&utm_medium=email&utm_term=0_6551e7b8f9-63fb6e2b06-22316497&mc_cid=63fb6e2b06&mc_eid=1e3c97bc6f

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A letter from Wretched of the Earth

Many people, like those introduced in this resource, have been warning about the destruction caused by this way of life while also working to build alternatives. Fortunately, it seems like nowadays more and more people are beginning to listen. As we work together to figure out what needs to change in order to allow ourselves and our home, planet Earth, a chance to heal and regenerate, we think it's very important to pay special attention to how we do it. This is what some call CLIMATE JUSTICE.

Climate justice is a way of responding to the problem of the climate getting hotter while also creating space for all people, both in the UK and around the world, to live good, happy, healthy lives. We can all contribute to climate justice, from wherever we are, through our daily ACTIONS. We can seek to transform how we relate to ourselves and each other and understand that we're not above other people and beings but rather part of nature. In this way we become climate justice.

When we live in a spirit of panic, we see the world and other people through a lens of fear, which often leads to selfishness and aggression. Instead, we can work together in a spirit of COMMUNITY and CARE, recognising that how we face up to the problems of our lives and of the world is really everything.

Let's become the change we want to see.

Wretched of the Earth

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A letter from Wretched of the Earth Many people, like those introduced in this resource, have been warning about the destruction caused by this way of life while also working to build alternatives. Fortunately, it seems like nowadays more and more people are beginning to listen.

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https://www.theblacknurserymanager.com/

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https://www.houseofillustration.org.uk/activities/early-years-activities

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https://docs.google.com/document/d/1Z5IGxTQNNf7W9qWQGO0Hg-bOTdfT-Utk999V7QkRbOw/edit

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https://drive.google.com/file/d/1kN58PfgIrLQkYAnqlJucSk49F0WD5pfL/view?usp=sharing

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https://docs.google.com/document/d/1f2zC_uNvl-IYbPBc6csoz3h156gWN952x9WpNycgHAI/edit

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Changing Educational Paradigms by Ken Robinson 

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Changing Educational Paradigms by Ken Robinson 

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https://www.ted.com/talks/sir_ken_robinson_changing_education_paradigms

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https://www.youtube.com/watch?v=vdb4XGVTHkE&t=1656s

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https://youtu.be/UO-LiiCcCh4

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Teaching the Curriculum Through Illustration

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Teaching the Curriculum Through Illustration

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https://www.houseofillustration.org.uk/schools/teaching-resources

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Using illustration techniques in the classroom, across the curriculum.

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Thinking Maps as a Transformational Language for Learning 

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Thinking Maps as a Transformational Language for Learning 

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https://www.sagepub.com/sites/default/files/upm-binaries/6577_hyerle_ch_1.pdf

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https://www.kalakarmcurriculum.org/curriculum