Connected Learning - schools

Impact on Learners


Without engaging with the individual voice of the child it is impossible for children to be plugged in, switched on and ready to learn. By re-positioning the voice of the child within learning communities Connected Learning offers a basis for new patterns of communication, as all learners increasingly recognise their value as learners. 

Learning is not passive! In fact learning is 'the process of creating knowledge, skills and strategies by making sense of our experiences'. 

This means that Connected Learning emphasises the need to create meaningful opportunities for children's participation in increasingly regulating their learning journey.  

Connected Learning is for all learners, but it can be of particular value to those who have been disengaged. Through a range of strategies and resources the disengaged learner is increasingly able to take back some control of their learning and through this find purpose and value in it. 

Connected learning embraces learning vulnerabilities as it invites learners to re-view the way they see challenge. As such this approach recognises the learning disadvantages that we all carry, removing that label from particular learners and allowing groups to support one another to manage barriers to learning. 

Learning is most effective when it can be shared. Our approach seeks to support children and children, children and adults and adults and adults to learn collaboratively as they start conversations and explore ideas that allow each individual to grow in their understanding and ability to make sense of the world around them. 

Connected Learning is designed to allow children to make sense, manage and take control of their learning. This involves learners openly being able to recognise and respond to their feelings and to connect that with ones readiness to learn. By opening up such discussions learners are better able to make the most of their learning. 

Connected Learning is all about starting conversations that allow learners to connect with the spaces within which they learn. 

We have developed this approach over many years of working in schools, with 1000's of children and adults already being impacted. 

We recognise that learning is complex. Our model responds to these complexities by engaging the learner in shaping their learning experiences. By 'connecting' the different dimensions that shape and motive both the learning environment and the individual - a shared learning community can be created. Embracing complexity to maximise opportunities. 

Designed for schools, this model is now evolving as we look at its impact within the home. 

Our Development Work Shows 


Tackles wellbeing and disadvantages in learning

Builds a platform for accelerated progress for all learners

Supports professional development across school communities

Transforms learner engagement

Testimonials from Schools

What it means for the children, is that they now have the ability to apply and even synthesise ways of implementing the learning attributes (metacognitive tools) in all facets of their learning and socialisation.

Ducan Robers, Head of Little Green

Equipping kids have breathed new life into our school. We are on the journey for giving them the skills to navigate life, not a text book. The bespoke, knowledgeable, research-based approach of Equipping Kids allows us to do this; to find solutions but most importantly all be ourselves. There is no 'lunchbox' of tricks, just knowledgeable, passionate professionals who want to maximize the opportunities for every child to make a difference.

Philip Grey, Principal, Hertfordshire

The impact has transformed the adults in school to see themselves as partners in learning rather than learning that is something that is done to children

Hannah Trickett, Head, Maple Cross

The methods used by equipping kids to gather tangible qualitative data and make visible the learning process have enabled staff and governors to value priorities that are 'hard to evidence' and as a result maintain sustained focus on longer term changes to ethos and culture in the school, such as a focus on developing growth mindsets and developing pupils as learners.

Simon King, Head, Dundale

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We get to inspire each other with fun activities.

Equipping Kids Student - Aged 8

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I think it will help me because it helps me communicate with adults better.

Equipping Kids Student

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It makes me feel more confident.

Equipping Kids Student

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So I can work with a partner, be confident, overcome challenge and be creative.

Equipping Kids Student

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We have discovered more about everything we can do. We believe in ourselves more.

Equipping Kids Student

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