Centre for Literacy in Primary Education
The Power of Reading supports primary schools to evolve a high-quality literacy curriculum to develop reading comprehension and writing composition and fosters a whole school love of reading and writing.
The comprehensive programme of professional development puts quality children’s literature at the heart of the curriculum for English and is built on nearly 20 years of research and practice. The training days effectively develop teacher subject knowledge and support schools to raise engagement and attainment in language, vocabulary, reading and writing, meeting all the requirements of the National Curriculum. Text recommendations, planning and teaching resources are provided through a CLPE School Membership.
Developing Experts
Developing Experts emerged from the urgent need to revolutionise science education for ages 4 to 16, particularly in Sustainability and Diversity in STEM. This platform offers a comprehensive curriculum with 1000+ interactive lessons, aligning meticulously with the National Curriculum. Noteworthy features include real-world expert videos and a focus on sustainability. Impact assessments reveal heightened student engagement, improved performance, enhanced inclusivity, raised environmental awareness, and increased educator efficiency.
Ayesha Weston, Headteacher, Caldew Lea Primary School:, attests, “Implementing Developing Experts has transformed our curriculum, improving engagement and understanding.” A parent, Anthony Dean, notes the platform’s remarkable impact on his child’s attitude towards science, promoting interest and a sense of responsibility for sustainability.
Developing Experts deserves the Transformational Impact Award for its groundbreaking approach, emphasising critical priorities and significantly enhancing science education. It surpasses traditional methods, deepening comprehension of scientific principles and their practical applications, setting a new standard for the field.
Global Equality Collective
The Global Equality Collective (GEC) is a multi-award-winning global community of over 13,000 Diversity, Equality and Inclusion change makers, including 300+ subject matter experts, working together to equip, empower and educate.
They fuse this knowledge with ground-breaking technology (the GEC Platform) which enables state-of-the-art analytics and the latest academic research to solve one of the biggest issues in education – DEI.
The aim is simple – to make ordinary classrooms extraordinarily inclusive.
The GEC Platform simplifies the process through three simple award-winning and academically tested surveys. The first is a self-assessment for leadership, the second is a staff survey, designed for all team members from the site team to SLT, inbuilt with Anti-Racist monitors and the Modern Sexism Scale. The third is the survey for students, co-designed with Goldsmiths University, 50 nurseries, schools and colleges.
Results are immediate, with a statement that includes effective, QAed recommendations for each point. In addition to this, platform members get access to a digital action plan and a ‘Netflix’ style online library of content to educate themselves.
GEC works with 300 schools, colleges and education organisations – across 25+ countries – delivering superior educational mentoring support to schools, to make ordinary classrooms extraordinarily inclusive.
HP Cambridge Partnership for Education, Cambridge University Press & Assessment
The HP Cambridge Partnership for Education EdTech Fellowship draws inspiration from both Cambridge’s rich 500-year history of collaborative problem-solving and HP’s 80-year legacy of innovation. This initiative focuses on advancing digital equity, aiming to empower education policymakers to harness the power of technology for more effective, equitable, and sustainable learning within their national education systems.
Over the course of 5-7 months, the programme integrates online workshops, a residential session in Cambridge, executive coaching, and a capstone project. The curriculum, developed in collaboration with leading EdTech NGO OpenDevEd and the Digital Education Futures Initiative at the University of Cambridge, delves into crucial aspects of EdTech, Design Thinking for Education Policy, and Executive Leadership.
The Fellowship addresses questions like what is the role of EdTech in national education plans? How can you define and understand learning problems? How can you engage and inspire stakeholders to co-create solutions? How can you adapt solutions iteratively to new segments as you scale? How can you build coalitions for change across sectors and government silos?
Beyond the programme, the alumni network connects Fellows within and across regions to accelerate learning. The first cohort welcomed 25 fellows from 13 Sub-Saharan African countries, and the second cohort will welcome fellows from countries in the Gulf. To hear from the Fellows click here.
Lyfta
Lyfta’s immersive digital experiences foster transformational learning across all settings. Impact studies with all ages of students (with different learning needs) evidenced improvements in intrapersonal, interpersonal and societal/global thriving:
At the intrapersonal level, Lyfta builds character, resilience and engagement. Interpersonally, it increased cultural understanding and empathy. Students gained perspective-taking skills and recognised shared humanity.
For societal/global thriving, Lyfta expanded world knowledge and awareness of global issues and values. It reinforced learning around sustainability, human rights and cross-cultural understanding.
There is quantitative evidence that having engaged with Lyfta’s human stories from around the world, confidence grows in interacting with others from different cultures, backgrounds and countries. Curriculum-wise, Lyfta provided engaging hooks for subjects like writing, oracy, PSHE and geography. Its immersive real-life stories bring the world into classrooms. With reflection and follow-up, Lyfta delivers transformative learning experiences to develop key competencies and foster cultural awareness and common humanity in our increasingly complex and uncertain world.
As Headteacher Oliver King said,
‘Students are clear – they’re very confident about talking about their learning on Lyfta. They regularly talk about the different cultures, the perspectives that they’ve learnt. But not just that, they also talk about the skills base that they’ve gained.’
Macenta Publishing and Digital Solutions
The Globals is a transformative English education platform, designed to equip learners with the knowledge, skills, and values needed to address pressing global challenges. It arose from a world facing intertwined issues such as climate change, resource depletion, and inequality, demanding a holistic educational approach.
Inspired by the United Nations’ Sustainable Development Goals, The Globals integrates these global objectives into its curriculum, instilling a sense of responsibility in learners. The urgency of sustainability became apparent, emphasising its moral significance and benefit to the world. The platform employs an interactive methodology, encouraging active learning, critical thinking, and autonomous decision-making.
By incorporating English language learning, The Globals enables effective global communication, recognising its universal importance. Its impact is substantial, witnessed in empowered learners who show heightened awareness of sustainability and engage in initiatives, projects, and presentations. This influence extends beyond the classroom, with learners and educators initiating community projects aligned with the SDGs, from environmental conservation to addressing local inequalities.
The Globals, through a dynamic, learner-centric approach, empowers individuals to become informed, responsible global citizens, bridging theory and practice. The Globals serves as a catalyst for transformative education, embodying the essence of profound impact.
OxEd and Assessment
OxEd and Assessment (OxEd) is a University of Oxford spinout company launched to take decades of research on language assessment and intervention through to practical application in schools. This led to the creation of the NELI Programme consisting of LanguageScreen, a simple online assessment, the Nuffield Early Language Intervention (NELI), an intervention to improve language and early literacy skills and CPD-certified training.
A series of randomized controlled trials and independent evaluations have shown NELI has a positive, proven impact in improving early language skills in reception-aged children. Key findings have shown:
- NELI children made 3-5 months’ additional progress in language skills
• Children eligible for free school meals made on average 7 months’ additional progress
• EAL learners made the same additional progress as children speaking English at home.
• NELI’s positive effects can be seen long-term, with improvements in language and word reading being seen in children two years after the intervention.
The continued success of the programme, and more children starting school with language delays, has led to a partnership with Pearson to bring NELI to more schools across the UK and the DfE extending their funding for a fourth year.
