Previously I shared a framework to help schools plan and evaluate the impact of their Covid-19 response. This blog builds on this to offer a dynamic model for the identification of vulnerability on a daily basis and during extraordinary circumstances.
This is not a new question. There is much debate around the prescriptive nature of the qualification frameworks, the impact of the EBACC on other areas of education, the expansion of exclusive education and calls for teachers – not politicians – to set the education agenda.
Chris Ledgard talks with Chris White, Hostage Negotiator, and Matt Overd from Dfuse to examine how the words we use play a critical role in resolving conflicts – from hostage negotiations to relationship counselling to dealing with pupils in school.