BETHANY HOWES (NÉE TAYLOR), SUBJECT DEVELOPMENT LEAD (SCIENCE), TEACH FIRST, UK Look at the conversation in Figure 1. Who is the expert and who is the novice? How can we tell and how can novices develop expertise? These questions shaped my master’s research and continue to inform my work as a teacher, curriculum leader and teacher […]
CAROLINE GODFREY, ASTON UNIVERSITY, BIRMINGHAM, UK Why curriculum metaphors are important and why they are important now Some readers may be surprised to encounter an evocation of the importance of metaphors in a journal dedicated to the work of practising teachers. Metaphors, however, have been found to hold enormous power when it comes to shaping our […]
EMMA LEWRY, EMMA LEWRY LTD, UK ELLEN PARKER, STOKE PRIMARY SCHOOL, UK Formal learning has become the dominant pedagogical approach in Key Stage 1 across England, prioritising early literacy and numeracy skills in a more structured setting. However, as cohorts of children evolve, shaped by changing societal, developmental and emotional contexts, so too must our approaches. This […]
DOMINIC WYSE, PROFESSOR OF EARLY CHILDHOOD AND PRIMARY EDUCATION, UCL INSTITUTE OF EDUCATION, UK; FOUNDING DIRECTOR, HELEN HAMLYN CENTRE FOR PEDAGOGY, UK CHARLOTTE HACKING, RESEARCH AND CURRICULUM LEAD, HERNE HILL SCHOOL, UK; TEACHER ENGAGEMENT LEAD, HELEN HAMLYN CENTRE FOR PEDAGOGY, UK The aim of this article is to describe a new theory of teaching, to reflect on […]
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 […]
STEPHEN CRINALL FCCT, HEAD OF SCHOOL, LALEHAM C OF E PRIMARY SCHOOL, UK Introduction In the heart of a diverse and vibrant community surrounding London Heathrow, Bedfont Primary School has embarked on an innovative journey to develop and implement its own Primary School Baccalaureate. This initiative, accredited by the National Baccalaureate Trust, aims to foster a […]
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 […]
