eedNET is proud to be associated with the following pioneers in Expansive Education.

Pioneers regularly share materials, reviews, thoughts and topics for discussion.

Inspiring , thought-provoking or just very useful


ASDAN can enable learners of all ages and abilities to achieve and thrive, through a full range of curriculum resources and accreditation opportunities that explicitly develop skills for learning, skills for employment and skills for life.

When GCSE, A-Level or vocational programmes of study are enriched by ASDAN programmes and qualifications, learners are more likely to exceed expectations. ASDAN is a charitable social enterprise, run by teachers for teachers, now with over 6,000 registered centres across the UK and with a growing international network.


Building Learning Power is the creation of TLO, a specialist training provider and educational publisher.

Building Learning Power is an approach to helping young people to become better learners, both in school and out. It is about creating a culture in classrooms - and in the school more widely - that systematically cultivates habits and attitudes that enable young people to face difficulty and uncertainty calmly, confidently and creatively. Read more..

The Campaign for Learning set up its pioneering Learning to Learn action research project in 2000. Over the past 11 years it has worked in a unique partnership with over 50 schools, 5 Local Authorities, 2 FE Colleges and 2 Universities to investigate the impact of a range of Learning to Learn approaches on many aspects of school and College life, including student achievement, learner voice, student and teacher motivation and organisational development. 

Creativity, Culture and Education (CCE) is a charity with a vision for children's creativity to be encouraged and nurtured in and out of school. We believe all children should experience and access the diverse range of arts and cultural activity in England because these opportunities can enhance their aspirations, achievements and skills. Read more..

Download CCE's Rhetorics of Creativity literature review from the resources area. 


CUREE works at the leading edge of research and evidence-informed educational practice. Our aim is to help teachers make informed decisions about the most effective and efficient approaches to use in their own context. We search regularly and comprehensively to find the most useful research, and constantly use evidence about effective learning processes to create new, engaging and accessible tools for Continuing Professional Development (CPD), for teaching and learning and for organisational development.


Dartford Area Schools’ Consortium (DASCo) was established in 2011 to support collaboration between member schools to improve the educational attainment and wellbeing of our children and young people. Our aspiration is that every DASCo school is at least ‘Good’ and aspiring to be ‘Outstanding’ under the Ofsted framework.

DASCo has developed an overall aim supported by objectives and strategic intents:

Overall Aim
To improve the life chances of our children and young people

DASCo members should work together in a constructive and challenging way, to anticipate and prevent problems, taking on the collective role of a Teaching Alliance. Collaboration should raise the quality of education and outcomes in Dartford, through a self-improving school system, which should be:
• Evidenced by the achievement of all the pupils in both attainment and progress and
• Reflected in Ofsted school gradings - every school in Dartford being at least ‘Good’ and aspiring to be ‘Outstanding’.

The Design and Technology Association is the professional association for those who teach the school subject design and technology (D&T). This subject makes a large contribution to the T in STEM. Through D&T young people can experience the way in which STEM operates in the world outside school. The focus is on project-led work in relevant, real life contexts which stimulates creativity and problem solving. It fosters the ability to make decisions, plan a course of action and carry it out working as an individual and as a member of a team. Through these activities young people learn to deal with uncertainty and be flexible.
Studying design and technology supports a supply of entrants into apprenticeships, FE and HE in engineering, product and industrial design. Generating concepts which they develop to working prototypes young people make a wide range of decisions: technical – how the design will work; aesthetic – how the design will appeal to the senses; constructional – how the design will be made, all in the context of meeting the users needs and wants. Young people can use learning from across the curriculum, particularly in science and maths, to enhance this decision-making and at the same time improve their understanding of these other subjects.

The Association provides a range of resources to support D&T teachers contributing to STEM, with details available through publications and at the website:

Eden is a project exploring ways of living in the 21st century. The Project was set up and works in the belief that people can leave the world better than they found it.  Eden is an educational charity and social enterprise which runs a visitor destination in Cornwall and also works on a whole range of projects locally, nationally and internationally showing what people working together and with nature can achieve.

Over 750000 children and young people have experienced Eden’s Rainforest and Mediterranean environments on school visits.  Our experiential learning programmes focus on sustainability, citizenship, science and geography and are all informed by Eden’s ambition to lead people to care about each other and the natural world.  Our teacher training programmes inspire and enable teachers to use their outdoor classroom for teaching and learning across the curriculum.

Find out more at

Enabling Enterprise is an award-winning partnership of schools and employers, working to build students' enterprise skills, experiences of the world of work and aspirations. The partnership now includes over 230 primary and secondary schools and 110 employers across England, and works with children from as young as 4 years-old through to school leavers aged 18. 

The eight enterprise skills they focus on are teamwork, leadership, problem-solving, creativity, listening and understanding, presenting, aiming high and staying positive. Enabling Enterprise programmes help to schools to build enterprise skills with rigour through a combination of regular lesson-time projects, challenge days and trips to employers. All the programmes also include teacher training and support, as well as tools to assess the enterprise skills of the students throughout the programme.

For more information, please go to: 

  The Science & Engineering Education Research and Innovation Hub (SEERIH) works with a range of people to fascinate young people and their communities about the wonders of science and engineering in the world around us. If you teach primary or secondary science, are involved in science education or communication, are a school senior leader or governor, academic, research scientist/engineer or a business in science or engineering then the Hub will be of interest to you.

Located within the University of Manchester’s Faculty of Engineering and Physical Sciences, we bring our expertise, built up over nearly 20 years to work with schools across Greater Manchester. By focusing on the development of in-service teachers with a range of dynamic partners we are relentless in our drive to inspire, fascinate and improve the teaching and learning of science in our schools today. Our remit is mainly primary school science curriculum and professional development. However, appropriate links are made to secondary school science and engineering innovations.

The Hub has the benefit of an experienced Steering Group made up of academics and professional service staff from each of the four Faculties within the University. With a strong emphasis on contributing towards the University of Manchester’s Strategic Vision for 2020, the Hub actively contributes to the key aims of World-class Research, Outstanding learning and student experience and Social Responsibility.

Fieldwork Education has been improving learning in schools for more than 25 years.

From the very start, its focus has been on helping schools improve learning. The company was founded in 1984 by two Headteachers concerned about the quality and quantity of learning in schools.

Since then, Fieldwork Education has grown continuously. It created the highly successful International Primary Curriculum (IPC) along with other successful learning-focused programmes for schools including Looking for Learning and, more recently, the International Middle Years Curriclum (IMYC). It has also become part of the WCL Group which owns and operates its own schools.

Learning is the focus for every school with whom Fieldwork Education works. Read more

  IGGY is a no fee global educational social network designed to help gifted and talented young people aged 13-18 realise their full potential. We're part of the University of Warwick so our members have access to great educational resources and get to work with top academics and other gifted and talented young people around the world.

Members can create their own profiles, make friends and collaborate internationally. They're helping create a great site for gifted and talented young people to exchange ideas, debate, learn and explore in a safe environment. Read more...

IGGY resources - Knowledge pages here

The Institute for Habits of Mind is a network of people who are interested in learning about the Habits of Mind, developing the habits in their workplaces, and seeking opportunities for learning interdependently and internationally. Read more..

Download an overview of the 16 Habits of Mind in the resources area.


In 2008, the Paul Hamlyn Foundation and Innovation Unit launched the Learning Futures project in order to find ways to improve educational outcomes in secondary school by increasing young peoples’ engagement in learning.
The project has worked with over forty schools on developing innovative methods of teaching and learning to increase engagement. Read more..

Download free publications in the resources area.

Learning through Landscapes is the UK charity dedicated to enhancing outdoor learning and play for children. 

Our vision is that every child benefits from stimulating outdoor learning and play in their education.  Where possible we encourage young people to have a say in the way their grounds are used and improved. As a result they learn to create and look after something valuable; their self-esteem grows and their behaviour improves, along with their potential to learn and achieve.  We focus our resources on educational settings, because the school playground is the one outside space that children have frequent access to and where children will derive the greatest benefit. We are the only UK charity specialising in outdoor learning and play in education. Our unrivalled knowledge and expertise is based on over twenty years experience of practical action and research
































‘Raising attainment through bringing learning to life’.

Open Futures is a skills and enquiry-based curriculum development programme for Primary Schools, linking learning and life. It was originally developed by The Helen Hamlyn Trust  to  help children discover and develop practical skills, personal interests, and values which will contribute to their education and help to enhance their adult lives. Read more..

Download openit, the termly newspaper from Open Futures, from our resource area.


The Primary Science Teaching Trust (PSTT), formerly the AstraZeneca Science Teaching Trust, has been in existence since 1997, endowed by AstraZeneca PLC. The Trust has focussed on supporting excellent teaching of science at the Primary School level and provided funding in the region of £6M over the period 1997-2012.


In 2013 it launched a new strategy which is based on a flower;the flower model has three components, the centre of the flower is the PSTT’s College of Outstanding Primary Science Teachers (Fellows), the petals are collaborators that PSTT work with on a range of time scales and the ring between the College and Collaborators are clusters of primary schools. PSTT sponsor the UK Primary Science Teacher of the Year award and each winner of that award (up to 25 a year) becomes a Fellow of our virtual College.


These Fellows have access to funding to support their own professional development, to support embedding of existing best practice, to support the development of innovative practice in primary schools and to work with other stakeholders and collaborators.


The Fellows also support clusters of primary schools (typically clusters are between 3-10 schools) to develop best practice in primary science and to raise the confidence and subject knowledge of teachers in science within the primary school setting.


Collaborators include a wide range of stakeholders and in particular encompass a range of academic collaborators based in Higher Education Institutes within the UK. These collaborators provide research underpinning to the PSTT projects as well as supporting Fellows and clusters directly and indirectly. Ultimately, the goal of PSTT is to see excellent science teaching in every classroom in every school in the UK. Through the flower model and together with its three components we are seeking to carry out this endeavour. 


Please see the PSTT Brochure for more information.



PTA UK is the leading Parent Teacher Association (PTA) membership organisation and registered charity, representing the biggest network of parent bodies right across England, Wales and Northern Ireland. Our vision is for every school to have the benefit of a successful and supportive PTA to enhance the educational experience and future opportunities for all our children. PTA UK also advocates for parents to fully participate in education matters, both locally and nationally. Dedicated to the development and support of all PTAs nationwide, in the last year we've helped almost 14,000 member associations (which equates to 54% of all schools and around 7 million parents) across the UK to raise in excess of £120 million for their local school and strengthen the bond between home and school. Visit

PTA UK for more information.




RSA Opening Minds promotes innovative and integrated ways of thinking about education and the curriculum. Teachers design and develop a curriculum for their own schools based round the development of five key competences: Citizenship, Learning, Managing Information, Relating to people, Managing Situations.

Opening Minds was developed and supported by the RSA ( and is now being used in over 200 schools across the country. Read more...



SAPERE was founded in 1991, and it does what is says in the acronym: Society for Advancing Philosophical Enquiry and Reflection in Education.

But what does philosophical enquiry and reflection look like in the modern world and the modern school? And how does SAPERE promote it? Read more..

SAPERE provides a Resource Guide of suggested reading and other materials to support the theory and practice of Philosophy for Children
















Schools of Tomorrow (SoTo) was  launched at the RSA in October 2013 as a CIC owned and directed by its member schools, with a strong belief that community engagement changes schools for the better, and that schools can help to change communities for the better. Above all, schools and communities working together can radically transform the futures of young people.


Our approach is built round the SoTo Framework. As well as high levels of achievement, truly outstanding schools provide highly effective preparation for the future, high levels of well-being for all and have highly effective family and community engagement.


Ten schools in all phases are now working on a development programme, with support from ASCL, The Bulldog Trust and SSAT, to prepare the way for the SoTo Fellowship, a distinctive approach to quality and improvement, aiming to offer practical support and real value to schools with a desire to lead values-based change.  It involves a two-year rolling commitment, with three key elements:

  • ‘Head-to head’ – peer review of priorities against the Framework
  • Student-led research – into how well their school prepares them to understand and shape their future
  • Stakeholder evaluation of progress





SSAT exists for our schools and is led by them. We believe leaders and practitioners in schools are best placed to shape, promote and deliver improvements and developments in our education system.

We develop and disseminate the very best ideas for you to adopt and adapt in your school.


Our mission is to:

Inquire – what class-based action research and teacher-led inquiry has raised standards?

– how have schools done things differently in order to do them better?

– how have schools influenced each other’s work through our network?

– what changes have been proven to make a difference to student outcomes?



  The Studio Schools Trust is the organisation that unites all Studio Schools. We act as a linking point between Studio Schools, enabling the sharing of best practice as well as providing advice and curriculum support. We also work closely with the Department for Education, and a range of national and local organisations and employers. Crucially, we are responsible for ensuring that Studio Schools offer the highest possible standards of education to their students.

Teaching Leaders’ vision is of a better society: one where life chances are not predetermined by social class, nor shackled by educational disadvantage. In the belief that children’s success at school can be driven not by social background but by the quality and kind of education they receive, we want to strengthen the capacity of those who lead teaching and learning closest to the action on the front line of challenging schools: middle leaders.

Read more


Thinking Schools International (TSI) enables a unique, whole school approach to the teaching of thinking.  As well as offering training in specific programmes and approaches,  TSI also acts as facilitators and guides in the process of schools transforming to become ‘Thinking Schools’.  TSI is for teachers, whole schools, educational bodies and countries who want to develop 21st Century Learning, thinking environments and thinking skills with proven impact across the globe. 

Find out more about TSI and becoming a Thinking School at


The Kestrel Education approach to the teaching of thinking offers a whole-school approach, with all staff trained and all students with their personal toolbox. Schools become members of the UK Thinking Schools network and have access to network conferences and also the expertise of other schools in the network. 



The UFA (University of the First Age) network unlocks the potential of young people. We raise aspirations across schools, homes and communities by creating transformational learning experiences. We inspire and equip young people and the adults that support them to become confident individuals, successful learners and responsible leaders. UFA is a national educational charity. Since 1996 we have worked with over 750,000 young people and 6,000 adults in 50 regions, to create inspiring learning for all. UFA has also worked with groups in Jamaica and Australia. 


The Centre for Science Education (CSE) at Sheffield Hallam University is a research and business development unit specialising in the STEM (Science, Technology, Engineering and Mathematics) subjects, but in particular, science.
CSE creates, manages and delivers resources, projects and initiatives to support teachers and students at all levels of education. Read more...





Co-ordinated by:


University partners:

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