JAMES CLEMENTS, HEADMASTER OF FOREST PREPARATORY SCHOOL, FOREST SCHOOL, LONDON, UK Introduction We often talk about preparing pupils for the future. But in a world shaped by accelerating technological change, evolving career landscapes and complex social and environmental challenges, what does that really entail? The realities that our pupils will face are not fully knowable. In […]
JULIETTE CLARO, LECTURER IN EDUCATION, ST MARY’S UNIVERSITY, TWICKENHAM, UK CHARLOTTE RYLAND, QUEEN’S COLLEGE, OXFORD; STEPHEN SPENDER TRUST, UK The pipeline of linguists at higher education is drying up fast. Despite a slight increase in 2025 (Collen and Duff, 2025), languages entries at A-level and higher education remain low (British Academy, 2024). The announced closures of the […]
KYLE BAILEY, TEACHING SCHOOL HUB LEAD, BIRMINGHAM SOUTH; STAR ACADEMIES, UK PETE GANDON, HEAD OF PROGRAMMES, SOUTH AND WEST; NATIONAL INSTITUTE OF TEACHING, UK ADELE FLETCHER, ITT TUTOR, SOUTH AND WEST; NATIONAL INSTITUTE OF TEACHING, UK How long is a piece of string? Could this refrain be applied to teacher development when thinking about the content for teachers […]
FRANCESCA BISSET-MAHON, HEAD OF RELIGION, PHILOSOPHY & ETHICS, LYMM HIGH SCHOOL, UK In a world increasingly defined by division, misinformation and cultural polarisation, the need for a strong, inclusive religious studies (RS) curriculum is no longer just an educational concern – it’s a social imperative. While debates rage over history syllabi or maths attainment, we’re overlooking […]
CONNIE VINEY, TEACHER OF ART, ST MICHAEL’S CATHOLIC GRAMMAR SCHOOL, UK I recently attended a GCSE art and design training event. An excellent opportunity to speak to and share experiences with fellow secondary school art teachers, it was also a chance to browse a multitude of student portfolios displaying GCSE coursework and exam material. From paintings to […]
JACKIE GREATOREX, PRINCIPAL RESEARCHER, CAMBRIDGE UNIVERSITY PRESS AND ASSESSMENT MARTIN JOHNSON, SENIOR RESEARCHER, CAMBRIDGE UNIVERSITY PRESS AND ASSESSMENT Abstract In this thought piece, we consider messages from research literature on the relative impact of breadth and depth in curricula at both school and national levels. This debate is important since decision-making in curriculum design should have a […]
CARA JANE CAREY, TEACHER DEVELOPMENT, TEACH FIRST, UK The English Baccalaureate (EBacc) was introduced in 2010. It is awarded to students who pass GCSEs in English language and English literature, maths, sciences (combined or three single sciences), a language (ancient or modern) and history or geography. Schools are measured on the number of students who gain […]
CHARLOTTE ERRINGTON, HEAD OF YEAR 11, SIR JOHN TALBOT’S SCHOOL, UK During my career, I have moved from curriculum to pastoral leadership, with my personal beliefs on the purpose of curriculum also shifting. Previously, a scheme of work would have focused on a specific historical skill, as outlined by the National Curriculum, to develop the disciplinary […]
ADAM DICKSON, PHD RESEARCHER, DURHAM UNIVERSITY, UK Introduction Traumatic histories present profound pedagogical and ethical challenges. While cultural memory is integral to fostering historical consciousness, there is a risk of emotional distress and retraumatisation of those adjacent to narratives. Practitioners therefore must navigate a difficult balance: preserving rigour while ensuring psychological safety. This article proposes a […]
PAT THOMSON AND CHRISTINE HALL, SCHOOL OF EDUCATION, UNIVERSITY OF NOTTINGHAM, UK Arts education is a required component of the National Curriculum in England. There are, however, no national statistics that show whether primary arts education is affected by the same decline as secondary arts enrolments (Cultural Learning Alliance, 2025). While all primary schools are expected […]
CHARLIE CUTLER, FORMER DIRECTOR OF CURRICULUM, UNITED LEARNING, UK BETH WALKER, HEAD OF UNITED CURRICULUM OPERATIONS, UNITED LEARNING, UK Whether a student is a girl or a boy will determine their experience of the education system and our society more broadly. It may influence their curriculum choice: the likelihood of a girl choosing to pursue a career […]
Kasia Glinka, Associate Headteacher, Maplewell Hall School, UK Rebecca Ryman, Assistant Headteacher, Maplewell Hall School, UK Context and rationale Maplewell Hall School is a specialist setting catering to students with a wide range of special educational needs and disabilities (SEND), including communication and interaction difficulties, cognition and learning challenges, and social, emotional and mental health needs. Many […]
JAMES LEIGH, HOUSEMASTER, CANFORD SCHOOL, UK In an era of rapid professional change, it is essential that young people develop the skills necessary to thrive in both the workplace and wider society. However, this is not a new concern: just over 20 years ago, Barnett (2004) reflected on the need to prepare young people for an […]
GEMMA GILVIN, DIRECTOR OF LEARNING FOR ENGLISH AND MEDIA, THE JOHN OF GAUNT SCHOOL, UK; EdD STUDENT, UNIVERSITY OF BRISTOL, UK Climate change will have unpredictable effects for young people and their futures (IPCC, 2023). The government’s Curriculum and Assessment Review (DfE, 2025) affords an opportunity for educators to reflect on the purpose and efficacy […]
HANNAH HAWOLDAR, NEURODIVERSITY AND INCLUSION EDUCATOR Introduction The significance of student wellbeing for school engagement and attainment is increasingly recognised, with research indicating that students who enjoy school and feel that they belong have better mental health, higher academic self-efficacy and improved outcomes (Brooks, 2014). School-related anxiety can negatively affect engagement, information processing, performance and attendance […]
JON WAITE, ASSISTANT PRINCIPAL, UCKFIELD COLLEGE, UK Introduction The main finding of the research that I carried out was the impact that Chromebooks could have for students with SEND (special educational needs and disabilities) in the classroom. During my MA, I began work at my current school as assistant principal leading teaching and learning. My college […]
KELLY WOODFORD-RICHENS, DIRECTOR OF DEVELOPMENT AND RESEARCH, SOLENT ACADEMIES TRUST, UK SARAH JONES, ASSISTANT PRINCIPAL, REDWOOD PARK ACADEMY, UK HARRIET LEADBEATER, HEAD OF LEARNING: PERSONALISATION & INCLUSION, REDWOOD PARK ACADEMY, UK ZOE STEVENS, COMMUNICATIONS LEAD, REDWOOD PARK ACADEMY, UK Introduction Most UK schools are on a journey to embedding cognitive science pedagogies – notably retrieval practice – into their teaching and learning expectations. […]
VICTORIA JAMIESON, SENIOR LECTURER IN EARLY YEARS EDUCATION, FACULTY OF EDUCATION, EDGE HILL UNIVERSITY, UK DAVID ALDRIDGE, PROFESSOR OF TEACHER EDUCATION, FACULTY OF EDUCATION, EDGE HILL UNIVERSITY, UK The climate crisis presents a troubling existential challenge for future generations, yet formal education continues to marginalise its significance and urgency. As extreme weather events intensify and scientific warnings […]
FARZANA CHOWDHURY, ASSISTANT HEADTEACHER, BRAYS SPECIAL SCHOOL, UK Introduction The National Curriculum defines a framework for essential knowledge to develop educated citizens. Drama, recognised for fostering creativity, is considered non-compulsory, yet its importance is acknowledged in the English National Curriculum (DfE, 2014). This research aims to demonstrate the effectiveness of multi-sensory drama (MSD) in enhancing social […]
KHADEEJA BATOOL, CENTRAL SCHOOL INTERNATIONAL, LAHORE, PAKISTAN Central School International (CSI) in Lahore, is a newly established, research-driven institution, launched in August 2023 to explore innovative responses to urgent educational challenges in Pakistan. A key concern was the deep learning and developmental gaps that emerged following COVID-19: not only cognitive delays but also striking disruptions […]
