This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust. EDD MOORE, PRIMARY SCHOOL TEACHER AND ECO-COORDINATOR, UK Context Since the release of the Department for Education’s sustainability and climate change strategy in April 2022 (DfE, 2023), there has been more urgency […]
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 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 a […]
This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust. Forest school or curriculum outdoor learning? Both nature-based outdoor learning, where activities focus on engaging with the natural world (such as forest school, adventurous expeditions and bushcraft) and curriculum-based outdoor learning (such as carrying […]
This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust. What is outdoor learning? Academic learning can be made experiential and practical by taking curriculum learning outdoors (Mann et al., 2022a). While learning outside the classroom can include built-environment locations (such as […]
More than 140 Middle Leaders took part in the COBIS Programme for Middle Leaders in 2023/24, with cohorts running in Bucharest, Cayman Islands, Lagos, Lisbon, Marbella, Mumbai, Munich, Muscat, Riyadh, Rome, and The Hague. In 2024/25, we expect open cohorts to run in Greece, India, Italy, Portugal, Nigeria, Oman, Spain, Saudi Arabia, Sweden, Switzerland, and […]
This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust. What is oracy? Oracy refers to the development and practice of speaking and listening skills. It emphasises the ability to communicate effectively, articulate thoughts, and engage in meaningful discussions. A focus on oracy […]
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 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 a […]
This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust. This is a collection of research articles, case studies, webinars and other relevant resources to further develop your understanding of oracy. We have ensured that these are open access or available to […]
This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust. Voice 21 have kindly provided two case studies from schools they have been working with to implement an oracy focussed curriculum. These have been working with the Voice 21 resources specifically but […]
This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust. Hydeh Fayaz, Acting Deputy Headteacher at St Matthew’s Primary School Oracy, ‘learning how to talk and learning through talk’, enables our pupils in Nechells, Birmingham, to flourish. In a world where a […]
This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust. James Seargant, Headteacher at Wyborne Primary School in South East London Our commitment to experiential learning lies at the core of our curriculum. In simple terms, experiential learning can be defined […]
This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust. The Helen Hamlyn Centre for Pedagogy carried out a Rapid Research Review at the beginning of the Rethinking Curriculum project. This outlines various findings around experiential learning in primary schools and […]
This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust. What is experiential learning? The term ‘experiential learning’ is often used to refer to ‘learning by doing’ or learning from experience. Historically, much theory and research in this area has tended to relate to adult […]
Professor Bill Lucas, Director, Centre for Real-World Learning, University of Winchester, UK; Co-founder, Rethinking Assessment, UK Since 1918, success at school in England, Wales and Northern Ireland has been largely judged by means of high-stakes, standardised examinations at the end of secondary education, with the School Certificate for 16-year-olds and the Higher School Certificate two […]
SHIREEN BABUL LALJI, TEACHING AND LEARNING, BIGLAND GREEN PRIMARY SCHOOL, UK ELENA HUNN RODIGAN, INCLUSION LEAD AND ASSISTANT HEADTEACHER, BIGLAND GREEN PRIMARY SCHOOL, UK CHARLOTTE MOSEY, ASSISTANT HEAD OF PRIMARY ITT/E, UNIVERSITY OF DERBY, UK JACK BRYNE STOTHARD, SENIOR LECTURER IN POSTGRADUATE STUDIES, UNIVERSITY OF DERBY, UK Introduction Adaptive teaching as a concept is a key part of the […]
ALISTAIR CRAWFORD, NATIONAL NETWORK OF SPECIALIST PROVISION (NNSP), UK This article explores aspirations and meaningful outcomes beyond the school gates through the perspective of ‘experts by experience’. … this problem of deficit framing is located within the wider societal issue of the meritocracy, life’s “sorting principle” which has narrowed what we perceive a “good life” […]
DR FRAN WILBY, RETHINKING ASSESSMENT, UK Internationally, there has been some challenge in recent years to the efficacy of exams as the sole measure of a young person’s life and work readiness. In some regions, learner profiles are garnering particular interest as an alternative. Student-owned digital records may offer an opportunity to highlight learning, strengths […]
Alex Tomkins, Headteacher, Greenside School and EdD student, University of Derby, UK Assessment of students with SEND has been under debate for a long time, with several significant changes over the past few years. This article shares the journey on which special schools have been in terms of guidance on assessment, as well as how […]
SEUNGAH LEE, ART & DESIGN TEACHER, NO FRAME ART & EDUCATION, SOUTH KOREA LOUISA HORNER, LEARNING & DEVELOPMENT LEAD, CATS GLOBAL SCHOOLS, UK Studying art can be a culture shock. In fact, it should be a culture shock. Art students in the UK are faced with expectations to create original artwork and not imitate, but […]
GRAHAM CHISNELL FCCT, EDUCATION CONSULTANT AND AUTHOR, UK Classroom talk that engages students in dialogue to stimulate and extend thinking, knowing and understanding can have a powerful and positive impact on student learning (Alexander, 2020). In this reflective piece, I examine how embedding a culture of dialogic teaching in school impacts on teacher engagement and student […]
