Purpose, Belonging and Connection

Meena Wood

Meena Wood is an educator and author of ‘Secondary Curriculum Transformed: Enabling All to Achieve’. Meena was a former Adult College Principal, DfE Senior Education Adviser, HMI Ofsted and Principal of a Secondary Academy, an International Educational Consultant, Trainer and a DfE Academies Ambassador. 

Leonardo da Vinci celebrated as an artist, scientist and an inventor is the epitome of the ‘Renaissance’ man. He was a multi-dimensional, talented individual who had deep rooted purpose, and made inspirational, creative connections between the arts, humanities and sciences . The knowledge he acquired was rooted in real world application and belonged to society then, as now.


Reflecting on the values and purpose of Curriculum is at the heart of educational practice. Education must enable young people to acquire powerful knowledge, plus gain the skills they need to apply that knowledge in a fast-changing world.

How many education systems truly embrace the connectivity between knowledge and skills and the real world and confer a sense of purpose and belonging for young people, so they see themselves as global citizens?


Education systems from countries as diverse as Singapore, Finland and Estonia, have created a pathways curriculum around knowledge and skills with this aim in mind. By so doing, there is a commitment to social levelling, plus a recognition that all skills and knowledge are pathways to employment, holistic and life-long learning. 


The Estonians’ aim is for students to be ‘creative, multi-talented, socially mature and reliable citizens.’ Vocational education fosters skills, attitudes, occupational know-how, social readiness for working, and lifelong learning. Therefore, collaborative working through connections exist between schools and companies in curriculum development and apprenticeships. Young people move from vocational


education to higher education and vice versa, if they wish to change direction later in life. The Finnish curriculum too has purpose and connections through the popular ‘ Yritsklyla entrepreneurial village’. Through ‘Applied Learning’ children gain authentic hands-on experiences as knowledge and skills are applied in real-world contexts. The Singaporean curriculum strapline from primary to post- secondary is “Thinking Schools, Learning Nation” with ‘21st Century Competencies and values to nurture lifelong learners’. ‘EIGHT CORE SKILLS AND VALUES’ comprise Character 


Development, Self- Management, Cooperative Skills, Literacy, Numeracy, Communication Skills, Information Skills, Creative Skills and Knowledge Application Skills.


A stand out feature in all three education systems is a curriculum underpinned by where students, staff, families and all stakeholders have a common grounded understanding of how the school’s vision and values permeate pedagogies, assessment and outcomes. Truly an UBUNTU learning community sharing ‘belonging’!


Relevance and choice in learning help develop intrinsic motivation as students gain a greater sense of ownership and purpose. Relevance creates the ‘eureka/lightbulb moment’ whereby learning becomes memorable! Cross-curricular approaches are brilliant precisely because they connect students with their learning.


So, is a trans-disciplinary, integrated timetable the way forward? The Finnish ‘phenomenal’, multi-disciplinary curriculum includes multi-literacy, entrepreneurship, collaborative and creative thinking. Interestingly, creativity is now recognized by the OECD as an invaluable skill through PISA. ‘Phenomenal learning’ translates into self-directed / enquiry- based learning as students have structured opportunities for examining global and local challenges from a wider perspective. This is powerful because students are helped to understand the bigger picture, for instance through the combined lens of a geographer, a historian, scientist and an economist. Their sustainability project may cover attitudes towards global climate change, since the Industrial Revolution, examining the science of climate change, links to life styles and fast-forwarding to future lifestyles.


Renaissance education has holistic ‘life-long’ learning at its heart. Technology during ‘Covid lockdowns’ created a catalyst for ‘limitless learning,’ anytime, anyplace, anywhere curriculum with opportunities for personalising learning and e-learning projects out of school.


Now would Da Vinci judge these 21st Century education systems as capable of producing the Renaissance Man or Woman who successfully embraces the national and global challenges we now face? 



First published in Engage 23.


By Meena Wood • May 25, 2022

A Get Moving Fundraiser - Ann's 60 Miles Walk

By Ann Beatty • June 30, 2025
For my birthday this year I had the honour to walk 60 miles (yes it was a big 0 birthday) over 3 days to support the essential work of the Steve Sinnott Foundation of which I am CEO. Education in its many forms is essential for all of us to thrive and make the most of life's opportunities. The Foundation works to ensure that as many children and adults as possible across the globe can access the human right of education. The plan was to walk with friends and supporters who I hoped would keep me smiling along the way and it felt like a good way to make use of the Foundation’s “Get Moving” campaign. Here's how my Get Moving Fundraiser went on the first day. The 13th June I started my walk in London by walking from Barnet to west Hampstead and visiting my sister at her shop at Tree of Life where I got served a nice iced coffee to keep me going.

Sustainable Development Goal 4

By Matthew Round • June 4, 2025
Defining Success in Education: Bridging Gaps for a Better Future Education is often seen as the gateway to personal and societal advancement through personal betterment. But defining success in education requires a deeper understanding than just academic achievement, it isn’t just about qualifications or certificates. Rather educational success is about ensuring access to learning that is inclusive, equitable and quality-driven. It’s about equipping students with critical thinking skills and the space to be creative. A quality education fosters holistic approaches, promoting emotional, social and intellectual growth. On a societal level, educational success is about ensuring we value and appreciate a society wide distribution of knowledge and skills; that diversity of thought can be just as important as orthodoxy. Ensuring Access to Education that Meets Individual Needs Traditional western forms of education based within on e-size-fits all models are inadequate in a world where learners have diverse backgrounds, abilities and needs. A shift is needed away from the top-down deficit model approaches which assume teaching and learning is transactional or akin to filling empty vessels, or as Paulo Freire described it, the Banking Model of teaching. Success in education will come from programmes that respect differences between individuals and across communities, using, for example, adaptive learning approaches. Additionally, integrating support for learners with neurodivergent needs or disabilities, as well as promoting (and indeed funding) digital literacy, can ensure that education is individual but also focused on the emancipatory effects of education. Gender and Racial Equity: The Pillars of Inclusive Education Gender and racial equity are crucial components of a successful education system and a founding component of Sustainable Development Goal 4. Although there has been significant progress here, disparities globally still persist. Barriers such as gender-based violence, early marriage and inadequate school infrastructure pose challenges for the international community. Similarly, racial inequality in education can manifest in various ways, from lower access to quality schooling to biased curricula that don't reflect diverse cultures or histories. To address these disparities, education systems should continue to develop policies that promote gender-sensitive curricula and address the specific needs of marginalised groups. Investing in female education, particularly in underserved areas such as sexual health, has been shown to create a ripple effect that benefits entire communities. Similarly, anti-racist educational frameworks can help to make sure that all students, regardless of their race or gender, receive the same opportunities to thrive. Creating a Better Future: What Needs to Be Done? Most importantly, we need to keep talking about SDG 4 — providing inclusive and equitable education and promoting lifelong learning opportunities for all. The more SDG4 is part of the global conversation the more likely it will become part of the taken for granted expectations of all countries and communities. The more academics like me discuss it in our lectures and have it in assignments, likely the more we are to normalise high quality, free primary and secondary education with our future global leaders. But more than this SDG4 should be at the heart of grass roots conversations, in every classroom, playground, and café. The more we talk about it the more a part of our global culture equitable access to education will become. Ultimately, success in education will not be defined by what certificates students attain, but by how well we equip individuals and communities to navigate and shape the world. Education should empower individuals, communities and nations to achieve their full potential, breaking down barriers that have traditionally limited access and opportunity. By striving for inclusivity, equity and quality, we can build a future where education truly is for everyone. BIOGRAPHY Dr Matthew Round is an academic and educator, who has worked with children from 3 years old to PhD students. Having been a science teacher, pastoral leader, and senior leader in schools in the UK, he now works in Higher Education and his current research focused on the emancipatory philosophies of Pierre Bourdieu and sex and sexuality education.

Allergy school: A New free educational programme to protect children with food allergies

By Tanya Ednan-Laperouse OBE • June 2, 2025
Every child deserves to feel safe and included at school but, sadly, that’s not always the case for children with food allergies. There are now around two children in every classroom with a diagnosed food allergy in the UK, and 20% of food allergic reactions occur in schools. Yet new research by the NASUWT teachers’ union, in collaboration with The Natasha Allergy Research Foundation, has exposed the barriers faced by too many of children with food allergies, which can leave them feeling excluded and isolated. The survey of almost 1,900 teachers revealed that 67% have had no allergy awareness training. One in five teachers has never been taught how to administer an adrenaline auto-injector which could save a life in a food allergy emergency, and almost two thirds (60%) don’t know or are unsure of their school even has an allergy policy. Despite a huge rise in allergies in the UK, there is no specific mandated guidance on how children with food allergies should be supported or how and when staff and team leaders should be trained. There is no funding for this either. That’s why Natasha’s Foundation, the UK’s food allergy charity, has created Allergy School. The £1 million, national programme for teachers offers nurseries, primary schools and out-of-school clubs and groups a suite of free resources, including films, engaging lesson plans and assembly packs and a self-assessment to see how allergy friendly they currently are. All are mapped into the National Curriculum to make them easy to use for all age groups. The resources also introduce Arlo, the friendly, food-allergic armadillo – a puppet which helps to educate children about food allergies in a positive and engaging way. The free resources, for children aged 3 to 11, are available at www.allergyschool.co.uk Allergy School has been developed in partnership with The King’s Foundation, St John Ambulance, the children’s charity Coram Life Education and Tesco Stronger Starts. It has received messages of support from His Majesty, The King and the Government, as well as schools, teachers and parents.  His Majesty, King Charles said: “Improving understanding of this issue is so important for keeping children with food allergies safe and ensuring they are able to participate fully in activities at school or in our wider communities.” The aim of Allergy School is to transform understanding of food allergies in schools so that children with food allergies feel empowered, included and protected. I know from personal experience that it can be really hard to keep a child with food allergies safe in school. My daughter Natasha was diagnosed with food allergies as a young child and finding a nursery where she would be safe was extremely difficult. When she started school aged 5, it was only when she had a severe allergic reaction to milk on a school trip to the zoo that staff finally took her food allergies seriously. Natasha died when she was just 15 from a food allergy to sesame. She ate a baguette sandwich that didn’t list sesame seeds on the food label, but they had been baked into the dough of the bread, invisible to the eye. Had the baguette been labelled properly, Natasha would not have eaten it, and she would be alive today. Natasha’s death put us on a mission to campaign for change. Government, schools, teachers, parents and pupils need to come together to support children with food allergies in this country. Our new Allergy School programme will transform levels of awareness and understanding of food allergies in a positive and engaging way for all children. BIOGRAPHY Tanya Ednan-Laperouse OBE, founded The Natasha Allergy Research Foundation, the UK’s food allergy charity, with her husband Nadim after their daughter Natasha died aged 15 from an allergic reaction to food in 2016. In 2021, Natasha’s Law came into force which improved food labelling. The charity funds medical research and campaigns for a safer world for people with food allergies. Tanya has been awarded an OBE in recognition of her services to people with allergic disease.