Sign-Up to our online portal (Launching September)
Connected Learning Portal
Based off years of research and practice in schools we are now able to offer a resource that learning communities can use to start their own conversations. Our new portal offers schools the opportunity to explore whether children are 'plugged in' by asking questions that connect how they feel with their learning environment.
The happiness thermometer is only the start of what we will be offering schools via this portal.
Note: If you are not from a school - do contact us - to discuss how this might work for you (more specific tools will be available in the future).Sign-Up Now
Start a Conversation
This tool will get people (children and adults) thinking and talking as everyone is invited to recognise that connection between how we feel and how we learn!
Use the portal to find out what children think and feel. Allow them to take control of reviewing and reacting to their feelings and how that impacts their learning.
Consultancy and Training
In order to support your engagement with Connected Learning - we are happy to come and visit you and spend time exploring learning with you and the children in your learning community.
- Consultancy - in the region of £400 per day
We will work with schools to create a bespoke timetable to support you in exploring and embedding Connected Learning
We run a number of training course during the year. If you are willing to host training at your school then please get in touch.
Note: Connected Learning is not a prescriptive model - it changes with the uniqueness of each learning community and takes time to embed and evolve.
The happiness thermometer is a device to start conversations! By providing an easy and effective way for schools to talk about how they feel within their learning it offers a focus through which schools can reflect on their school culture and climate as collectively you ask are children 'plugged in'.Sign-Up Now
The portal means you can get started asking questions right away. To fully embed Connected Learning takes more time and more training.
Anyone who uses the portal becomes part of the Connected Learning community.
We are currently working with partners to create an accredited training programme to support schools in the future.
No - it is only the start.
New online tools are being developed to support the wider Connected Learning Approach.
Schools who sign up to the portal also have access to wider training and will be kept up to date with available recourses.
We have a number of publications listed in the about us section of the site. Giving Children a Voice (2018) published by Jessica Kingsley gives an overview of some of the themes supporting Connected Learning. How to take Your School on a Journey to Outstanding' (2017: EquippingKids) presents some of the initial thinking.
There are other publications listed that highlight the connection to emotions and learning and the reason why we focus so strongly on the individual child.
We are currently working on publications that specifically highlight, what has become, Connected Learning.
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