Rethinking Curriculum – How can we ensure a curriculum nurtures wellbeing and belonging?
We know that wellbeing and belonging directly impact young people’s outcomes and sense of worth within schools, yet it is often forgotten or an afterthought to whole school curriculum design. In this session, hear from experts across the education sector around why they believe that this work must be a starting point and how you […]
Mirrors, windows and sliding glass doors: Reimagining a primary art and design curriculum
This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust. Adele Darlington, School Artist-in Residence, Holy Trinity Church of England Primary Academy, Handsworth, Birmingham Context Holy Trinity Church of England Primary Academy is a one-form entry school serving the diverse community of […]
AccessArt Education Survey 2026
The AccessArt Education Survey 2026 seeks to build a clearer picture of the current state of art education in England, drawing on the experiences and perspectives of teachers, school leaders, and professionals working across the creative and cultural sectors. Your participation will help us identify key issues, opportunities and priorities facing arts education today. The […]
Calling early career teachers, senior leaders and mentors!
At the University of Sussex, we are inviting early career teachers (ECTs), and those who support ECTs, to collaborate with us on the co-development of a new intervention aimed at supporting those experiencing work-related stress. We’re seeking those who can share their insights and expertise to help shape an approach that genuinely reflects the needs […]
Developing a play‑based pedagogy for mathematics in Key Stage 1: An inquiry into developing pedagogical innovation
This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust. Rebekah Gear, Local Leader of Mathematics Education, East Midlands West Maths Hub Ashley Pearce, Mathematics Lead and Key Stage 2 Phase Leader, Brookfields Primary School Introduction and context As part of ongoing […]
Igniting creativity: Activating children’s social-emotional learning, oracy and conflict resolution through collaborative storymaking
What is the purpose of this webinar? This webinar is part of a series around curriculum enrichment in primary schools as part of the extensive Rethinking the Curriculum project. This series aims to support and equip both teachers and school leaders with the knowledge and skills to identify, plan and implement curriculum development work in […]
Creativity: Selected reading
This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust. By Jenna Crittenden, Teacher Advocacy Lead at the Chartered College of Teaching This is a collection of research articles, case studies, webinars and other relevant resources to develop your understanding of creative […]
Creativity in schools: The why and the how
This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust. Written by Jenna Crittenden, Teacher Advocacy Lead, and Beth O’Brien, Education Content Manager What is creativity? Defining ‘creativity’ continues to be a complex and contentious task. As Desailly (2015, p. 2) states, […]
The relationship between teacher self-efficacy and perceived stress: The moderating role of context and experience
Study title: The relationship between teacher self-efficacy and perceived stress: The moderating role of context and experience. You are being invited to take part in a research study. Before deciding, it is essential to understand why the research is being conducted and what it entails. Please take time to read the following information carefully. Please […]
Topsy Page – An Introduction to Oracy
An introduction to the key principles of oracy and the vital role talk plays in learning. The session explores both how to develop oracy skills, and how to develop purposeful classroom dialogue to improve thinking, confidence and participation across the curriculum. Topsy Page is an experienced educator, trainer and facilitator specialising in oracy and Philosophy […]
From the editor
Teresa Cremin, Professor of Education (Literacy), the Open University, UK Over the last three decades, creativity and creative pedagogy have sustained numerous pendulum swings in policy and practice contexts. However, since the publication of UNESCO’s report Reimagining our futures together: A new social contract for education (ICFE, 2021), I think it is possible to discern […]
Reclaiming purpose: Disciplinary expertise and creative pedagogy as drivers of sustainable teaching
CLARE O’SULLIVAN FCCT, THE PTI, UK Introduction Imagine a Year 8 history class staging a courtroom trial to determine the fate of Anne Boleyn. Students interrogate sources, weigh evidence and argue passionately for opposing verdicts. Engagement is immediate and sustained – not because the activity is a novelty, but because it is rooted in a teacher’s […]
Professional development for creative pedagogies: The Art of Learning as a model for practice and pedagogical renewal
MARIE OTHILIE HUNDEVADT, INLAND COUNTY COUNCIL, NORWAY LAMIS SABRA, ASSOCIATE DIRECTOR, CREATIVITY, CULTURE AND EDUCATION, UK SZILVIA NÉMETH, T-TUDOK CENTRE FOR KNOWLEDGE MANAGEMENT AND EDUCATIONAL RESEARCH INC, HUNGARY This case study will highlight the content, design, implementation and structure of the professional development (PD) of teachers in the context of the flagship ‘Art of Learning’ programme, which was […]
A joyful curriculum: Embedding creative practice to support pupils’ mental health
KATE CLARK FCCT, DEPUTY HEAD: PASTORAL, FOREST PREPARATORY SCHOOL, UK Over the past decade, concerns from both teachers and parents about the mental health of young people have grown significantly. Recent data from NHS England (2023) suggests that around one in five children and young people in England now experience a probable mental health disorder, a […]
Innovating listening-led classroom practice in primary education: Sounding digital playgrounds
MARIA GUERRA SAPPHO, UNIVERSITY OF HUDDERSFIELD, UK KIRSTIN MACVICAR, UNIVERSITY OF CAMBRIDGE PRIMARY SCHOOL, UK PAMELA BURNARD, UNIVERSITY OF CAMBRIDGE, UK FRÉDÉRIC DUFEU, UNIVERSITY OF HUDDERSFIELD, UK MICHAEL CLARKE, UNIVERSITY OF HUDDERSFIELD, UK In primary education, understanding human/nature relationships requires doing more than introducing children to works of art that are inspired by nature. Nature is not ‘out there’; […]
‘Speak Out!’ – Improving oracy across the curriculum using drama pedagogy: A case study from six primary schools
CHARLOTTE BRAY, PRIMARY ITE, UNIVERSITY OF DERBY, UK CAROLINE BARTH, DERBY THEATRE, UNIVERSITY OF DERBY, UK This case study celebrates and articulates the transformative collaboration between six primary schools from an East Midlands trust and local theatre. The two-year project was externally funded by the Paul Hamlyn Foundation’s Teacher Development Fund, with the aim of exploring how […]
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) […]
Hear Water: Creative, technology-enhanced pedagogy for the arts and nature connectedness
AMANDA BAYLEY, BATH SPA UNIVERSITY, UK KATHY HINDE, INTERDISCIPLINARY ARTIST, BRISTOL, UK MEL MCCREE, BATH SPA UNIVERSITY, UK IAN THORNHILL, UNIVERSITY OF MANCHESTER, UK Introduction In children’s education, approaching sound and music collectively through nature provides an accessible and inclusive entry point, enabling participation regardless of musical training. Such practices encourage playful exploration and help […]
Using a ‘learner–practitioner lens’ to overcome barriers in subject-specific CPD
BETHANY HOWES, SUBJECT DEVELOPMENT LEAD (SCIENCE), TEACH FIRST, UK Introduction Research consistently shows that effective teaching depends not only on strong subject knowledge but also on the ability to represent and communicate that knowledge in ways that make it learnable for pupils – what Lee Shulman (1986) defines as pedagogical content knowledge (PCK). Consequently, developing teachers’ […]
From collections to classrooms: Object-based learning with museum musical instruments in primary music education
AILSA CRITTEN, FACULTY OF SOCIETY AND CULTURE, NORTHUMBRIA UNIVERSITY, UK Introduction Musical instruments in museum collections are rich cultural artefacts with significant pedagogical potential, yet they remain underused in music education (Clendinning and Gurstelle, 2021; Critten, 2026, unpublished data). This article argues that engaging with instruments as cultural objects – through inquiry-led approaches such as object-based […]