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pedagogical potential, yet they remain underused in music education (Clendinning and Gurstelle, 2021; Critten, 2026, unpublished data).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 […]
The place and value of informal learning pedagogy in music education
DR ANNA MARIGUDDI, DEPARTMENT OF PRIMARY AND CHILDHOOD EDUCATION, FACULTY OF EDUCATION, EDGE HILL UNIVERSITY, UK Informal learning pedagogy in school music education is at risk of losing its place within the classroom – but why does that matter? Within this perspective piece, I will explore the underpinning literature surrounding the phenomenon of informal learning pedagogy […]
Permeating the curriculum through collective creativity, social-emotional learning and ethical action through children’s voices
DR LISA STEPHENSON, LEEDS BECKETT UNIVERSITY, UK DR ROS McLELLAN, UNIVERSITY OF CAMBRIDGE, UK DR ELLIE WILLARD, LEEDS BECKETT UNIVERSITY, UK Introduction While OECD analyses confirm that competencies such as collaboration, empathy and responsibility can be effectively taught (OECD, 2024), comparative data reveals that pupils in England demonstrate weaker socio-emotional skills than peers in 30 […]
Activating children’s social-emotional learning through story-making: A collaborative approach in primary classrooms
DR LISA STEPHENSON, LEEDS BECKETT UNIVERSITY, UK BERYCE NIXON OBE, CEO, EXCEED LEARNING PARTNERSHIP, UK RACHEL HODGSON, HEAD OF RESEARCH AND PROFESSIONAL DEVELOPMENT, EXCEED LEARNING PARTNERSHIP, UK REBECCA AUSTWICK, DIRECTOR OF EDUCATION AND INCLUSION, EXCEED LEARNING PARTNERSHIP, UK Introduction National and international guidance (OECD, 2019; DfE, 2025) highlights the importance of helping pupils to work […]
Calm through creativity: Embedding daily creative habits to foster emotional regulation and wellbeing in primary classrooms
Daisy Bethan Wilson, Institute of Education and Humanities, University of Wales Trinity Saint David, UK Addressing readiness to learn UK schools are increasingly impacted by the escalating mental health crisis affecting both pupils and teachers (Teach First, 2024). A concerning one in six children in the UK are reported to experience a diagnosable mental health condition (Health […]
Mathematical creativity: An overlooked dimension?
IAIN WILSON, TEACHER OF MATHEMATICS AND THEORY OF KNOWLEDGE, MARLBOROUGH COLLEGE, MALAYSIA Ask someone to list ‘creative’ subjects and they are likely to respond with music, art, drama… but maths is not generally included. And yet creativity is a vital tool in the armoury of a mathematical researcher: if mathematicians never thought in new ways, then […]
A pair of ears in every lesson? Using AI to give trainee teachers richer feedback
MILES BERRY, PROFESSOR OF COMPUTING EDUCATION, UNIVERSITY OF ROEHAMPTON, UK AI can now generate detailed, evidence-referenced feedback from a transcript of any lesson, but how does this fit with professional formation? When ChatGPT launched in November 2022, one of the first things that many teachers did was ask it to write a lesson plan. The results […]
Using generative AI: How might teachers integrate it into their practice?
HANNAH OWEN, TEACHING ASSOCIATE AND PHD RESEARCHER, FACULTY OF EDUCATION, UNIVERSITY OF CAMBRIDGE, UK The implications of artificial intelligence (AI) use in education are far reaching, potentially enabling new forms of teaching, learning and educational provision, as well as enhancing learning experiences and supporting teachers (Miao and Cukurova, 2024). And while there is much uncertainty about […]
Using a learning management system to reframe learning, agency and coherence in primary settings
RACHEL BEYER, GLOBAL DIRECTOR OF TEACHING AND LEARNING – PRIMARY, ONESCHOOL GLOBAL Introduction This article explores how Canvas, a learning management system (LMS), has been used across primary settings within a large group of schools to support coherence, learner agency and professional practice. Rather than positioning technology as an add-on, this approach has reframed Canvas […]
High-quality assessment in primary schools: improving assessment literacy
Assessment literacy is having the knowledge and skills to design and use effective formative and summative assessments. In this webinar we will explore the principles of good assessment and also the challenges of implementing assessment for different types of learning in primary schools. Robyn Heath will discuss the assessment of project-based learning, Dr Rebecca Clarkson […]
Developing student agency through the Learning to Learn Framework: A primary curriculum approach in a global school network
This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust. Rachel Beyer, Global Director of Teaching and Learning – Primary, OneSchool Global Introduction In autumn 2025, the National Foundation for Educational Research released The Skills Imperative 2035 (Bocock, Scott and Hillary, 2025), […]
AI Assurance Measures in the Education Sector
This study aims to explore the experiences of education stakeholders with adopting and managing safe and responsible technology in schools and classrooms, and the perspectives of policymakers on AI assurance. The goal of this project is to understand whether, and if so, how end-users of AI technologies in education are currently involved in the process […]
An exploration of the factors shaping the anti-racist praxis of school leaders in England
Are you a current school leader in England? If yes, please consider taking part in this study. •Doctoral study •60-90 minute interview [online or face to face] •Interviews will be scheduled May and June 2026 •Ethical approval from University of West London •Supervisor is Dr Manzoorul Abedin [manzoorul.abedin@uwl.ac.uk] Please email Sabrina Edwards: 21459475@student.uwl.ac.uk
White Paper Response Series – Primary and Early Years Session 2
To inform The Chartered College of Teaching’s White Paper response we would like to invite practitioners working in primary and early years settings to attend a focused workshop event. In this session, we will invite you to share your thoughts on the paper and its implications for our classrooms. We are looking for current practitioners to share […]
White Paper Response Series – Primary and Early Years Session 1
To inform The Chartered College of Teaching’s White Paper response we would like to invite practitioners working in primary and early years settings to attend a focused workshop event. In this session, we will invite you to share your thoughts on the paper and its implications for our classrooms. We are looking for current practitioners to share […]
Developing children’s agency through outdoor learning: A close-to-practice inquiry
This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust. Roanne Torr, Classroom Teacher, Dalesthorth Primary School Rebekah Gear, Senior Lecturer, Nottingham Trent University Introduction Working within an Early Years Foundation Stage (EYFS) unit in a primary school in the Ashfield district, […]
MULTILINGUAL HUB LAUNCH OPEN DAY
The event will include: School Visit – Explore Multilingualism in practice Keynote Speakers – Soofia Amin and Professor Roberto Filippi Launch of the Multilingual Hub Service Q&A Multilingual Hub Flyer V2
Does working from home during PPA impact teacher retention?
Does working from home during PPA impact teacher retention? Help us find out! How can leaders support teachers to take their PPA away from the school site? In this free, live webinar we’ll explain how leaders from mainstream state primary schools in England can get involved in an EEF-funded trial to evaluate the impact of […]
More Than Just ‘Choosing’: Strategic Implementation of Continuous Provision in Key Stage One
This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust. Emma Maguire, Headteacher, Wootton Primary School, Bedford Introduction The transition from the Early Years Foundation Stage (EYFS) to Key Stage 1 (KS1) often represents a pedagogical cliff edge. For pupils — some […]
A reflective narrative on supporting international trainee teachers to thrive when teaching in English schools
SHALINI BHORKAR, ROBERT CAMPBELL AND JULIETTE CLARO, ST MARY’S UNIVERSITY, TWICKENHAM, UK Teacher recruitment and retention remain ongoing challenges in England (Maisuria et al., 2023). Most notably, recruitment of modern foreign language (MFL) and physics trainee teachers is particularly stark (DfE, 2025a). To address under-recruitment in these subjects, government bursaries are now available to international candidates. […]