DANIEL DAVIES, TRUST ASSISTANT HEADTEACHER – DIGITAL DEVELOPMENT, WOODLAND ACADEMY TRUST, UK Our AI curriculum, designed for Years 1 to 6, introduces children to the opportunities and challenges of AI, fostering digital literacy and critical thinking. With a Universal Design for Learning (UDL) approach, we create inclusive lessons that help students explore real-world applications of […]
Meena Kumari Wood, RESEARCHER, AUTHOR AND FORMER HMI (OFSTED), UK The potential impact of AI on students’ ‘soft skills’ A recent CIPD survey revealed that a third of 16–24-year-olds lack employability skills, including resilience, problem solving and communication skills (CIPD, 2024). Almost half of respondents felt that they were never taught these skills at school […]
RENATE SAMSON, PROJECT LEAD (DATA AND DIGITAL SOCIETY), ADA LOVELACE INSTITUTE, UK In January 2025, the Nuffield Foundation and Ada Lovelace Institute published ‘A learning curve? A landscape review of AI in education in the UK’ (Samson and Pothong, 2025). The paper seeks to inform conversations around the use of EdTech and AI in UK schools. […]
MATT DAVIS, GLOBAL MANAGING DIRECTOR, ETIO, UK LEE NORTHERN, PRINCIPAL INSPECTIONS CONSULTANT, ETIO, UK School inspections, resource challenges and the potential of AI While the focus on generative AI (GenAI) in education and its potential has typically been on its use for school staff and pupils, its promise of bringing radical productivity benefits to complex tasks (Somers, […]
DANIEL EMMERSON, EXECUTIVE DIRECTOR, GOOD FUTURE FOUNDATION, UK School leaders are in a precarious position, whereby they are striving to ensure the best possible futures for their students whilst also being aware of the impact that artificial intelligence (AI) technology is already having on the way in which young people are adapting their study and their […]
Anna Lindroos Cermakova, Senior Research Associate, Lancaster University, UK Generative Artificial Intelligence (GenAI), labelled as a paradigm shift, the fourth industrial revolution, cognitive automation, the algorithmic age, the great disruptor and other terms depending on the perspective taken, forces us to consider the trajectory this technology charts for the future of learning: How will the […]
JAMIE N. MIKESKA, MANAGING PRINCIPAL RESEARCH SCIENTIST, ETS, USA AAKANKSHA BHATIA, LEAD SUBJECT MATTER EXPERT –SOCIAL EMOTIONAL LEARNING, ETS, INDIA Introduction Ensuring that teachers have opportunities to develop and refine their instructional skills is imperative to their professional growth and their ability to facilitate student learning (See et al., 2020; Shuls and Flores, 2020). Research has […]
DR LUCY CATON, SENIOR LECTURER AND LEAD FOR THE CENTRE OF AI IN EDUCATION, THE UNIVERSITY OF GREATER MANCHESTER, UK HELEN BRADFORD-KEEGAN, FOUNDATION HEAD OF EDUCATIONAL RESEARCH AND INNOVATION, BOLTON SCHOOL FOUNDATION, UK This article presents preliminary findings from an ongoing study exploring the use of generative artificial intelligence (GenAI) to help reimagine formative feedback […]
JON CRIPWELL, NATIONAL EDUCATION LEAD, PRIMARY MATHS AT TWINKL EDUCATIONAL PUBLISHING, UK Can AI (artificial intelligence) really help children who struggle in maths? It’s a question I’ve heard increasingly often in recent months, as generative artificial intelligence (GenAI) has hit the headlines and started to become integrated into our everyday lives. Usually, behind the curiosity […]
In this webinar Sarah Chicken and Alison Porter will discuss the approaches they have used to develop innovative pedagogic practice in primary and early years settings. Their projects took place against a backdrop of policy change. In Wales, children’s participative rights are now part of the early years curriculum framework; in England, learning a Modern […]
A major research project to explore the impact of Shakespeare’s works and RSC teaching approaches on Year 5 pupil writing, and give teachers innovative tools to improve it. Rehearsal Room Writing is a major research project, funded by the Department for Education’s Accelerator Fund, exploring the impact of Shakespeare’s works and RSC teaching approaches on […]
Dr Chandrika Devarakonda, University of Chester, UK Diversity and difference among learners should be acknowledged, accepted and appreciated to enable better outcomes for all. For educators, this entails adaptation of both the curriculum and learning approaches, appropriate to the varying needs of children within a class and within a school or college. Generally, diversity is […]
MARK LESWELL, RESEARCH LEAD, SWALE ACADEMIES TRUST, UK Introduction The number of students identified as having special educational needs and disabilities (SEND) is increasing. In England, for example, 1.7 million pupils were identified as having SEND in 2024, representing 18.4 per cent of all pupils (DfE, 2024). Despite our dedicated efforts, the educational outcomes for students […]
HODO DIRIR AND MARYUM QURESHI, CYRIL JACKSON PRIMARY SCHOOL, UK JULIAN GRENIER, EDUCATIONAL CONSULTANT, UNIVERSITY SCHOOLS TRUST, UK In her foreword to the Education Endowment Foundation’s report Special Educational Needs in Mainstream Schools, Professor Becky Francis argues that teachers should ‘prioritise familiar but powerful strategies, like scaffolding and explicit instruction, to support their pupils with SEND’ (Francis, […]
STUART RICHARD MALPAS, YEAR 3 CLASS TEACHER, ST WERBURGH‘S PRIMARY SCHOOL, UK Introduction Last year, I noticed that my Year 3 students with SEND (special educational needs and disabilities) struggled in history, particularly with critical thinking, semantic themes and chronology. Inspired by Hywel Roberts’ ‘acetate imagineering’ (2023, p. 202), I undertook an action research project and […]
Helen Ross, Owner and Founder, Helen’s Place Education Consultancy, UK Elizabeth Malone, Reader, Manchester Metropolitan University, UK Peter Wood, Senior Lecturer, Liverpool John Moores University, UK Introduction Recently, discourse around how teachers should meet learners’ needs in the classroom has shifted (Glazzard and Green, 2022; Knapton, 2022). Previous discourse was rooted in ‘differentiation’ of children […]
GEMMA JAMES AND MELISSA TAYLOR, EARLY LEARNING HIGH NEEDS PATHWAY LEADS, ELLESMERE COLLEGE LEICESTER, UK A phrase that most staff in an early learning environment will have heard, whether in the working environment or in conversation in the wider community, is: ‘all they do is play’. In this article, we discuss the importance of play and […]
TANYA ROWLEY, DIRECTOR OF QUALITY OF EDUCATION, SHAW EDUCATION TRUST, UK ALISON PARR, EDUCATION CONSULTANT AND DEPUTY REGIONAL LEAD, WHOLE SCHOOL SEND, UK Introduction This case study explores the approach taken by a medium-to-large multi-academy trust (MAT) to enhance support and outcomes for students with special educational needs and disabilities (SEND). The context for the SENDing Students […]
JANOS FABIAN, DIRECTOR OF MUSIC, ST EDMUND’S SCHOOL, UK; PHD MUSIC PSYCHOLOGY RESEARCHER, UNIVERSITY OF LEEDS, UK Music has long been recognised for its power to evoke emotion and facilitate human connection. In recent years, research has increasingly highlighted the role of music psychology and music therapy in supporting children’s social and emotional development (Rus et […]
VICTORIA COOK, LEAD RESEARCHER, CHARTERED COLLEGE OF TEACHING, UK LISA-MARIA MÜLLER, HEAD OF RESEARCH AND POLICY, CHARTERED COLLEGE OF TEACHING, UK BETH O’BRIEN, EDUCATION CONTENT MANAGER, CHARTERED COLLEGE OF TEACHING, UK Introduction In our recent working paper on teacher professionalism, we emphasised the role of teachers in adapting and implementing research evidence as part of […]
