Making it count: Legitimising outdoor learning through school systems and supporting structures
JEN AGER, UNIVERSITY OF CUMBRIA, UK DR DAVE HARVEY, BANGOR UNIVERSITY, UK Introduction and context Outdoor learning (OL) offers well-documented benefits for motivation, wellbeing and holistic development (Waite et al., 2016). Although national initiatives such as the National Education Nature Park highlight growing commitment, OL remains inconsistently embedded in English schools. The National Curriculum review (DfE, 2025) […]
Playful maths, serious gains: Widening participation and boosting engagement through peer scaffolding in secondary classrooms
DR VICKY YIRAN ZHAO, TEACHER OF MATHS, TRUMPINGTON COMMUNITY COLLEGE (PART OF UNITED LEARNING, UK); AFFILIATE RESEARCHER, UNIVERSITY OF CAMBRIDGE, UK Introduction Play, defined by Burghardt (2006), is partially functional but not purposeless, spontaneous yet modified from more serious behaviours, repeated without compulsion, and carried out in psychologically and physically safe contexts. Thus, playful learning is […]
Whole-class approaches for addressing reading underachievement in disadvantaged communities: A comparative study of questioning versus uninterrupted reading
STEVE MURRAY, SEXEY’S SCHOOL, BRUTON, UK JON JAMES, UNIVERSITY OF BRISTOL, UK Introduction In the UK, even prior to the COVID-19 pandemic, a quarter of students were shown to have reading ages of 12 years or below, something that adversely affects academic outcomes across the subject spectrum (GL Assessment, 2020). One method of improving reading ability, enhancing […]
Miss, do you have a husband?’: An exploration of the LGBTQ+ teacher experience
ANNE-MARIE WHALEY, ASSISTANT HEADTEACHER, MALMESBURY SCHOOL, UK Introduction ‘That’s a personal question,’ I say, as I mentally sift through my scripted responses in case of a follow-up, and risk-assess the situation. In 2017, the NAHT told us to ‘come out to students if we want to’ and called for the support of school leaders. However, coming […]