Curricular principles and approaches
Curricular principles and approaches: A collection of curriculum-themed articles from Impact, the Chartered College of Teaching’s termly journal
Section: Research Hub
Teacher development and leadership
Teacher development and leadership: A collection of curriculum-themed articles from Impact, the Chartered College of Teaching’s termly journal
Curriculum design in context
Curriculum design in context: A collection of curriculum-themed articles from Impact, the Chartered College of Teaching’s termly journal
Approaches to assessment
Approaches to assessment: A collection of curriculum-themed articles from Impact, the Chartered College of Teaching’s termly journal
Beyond the subject
Beyond the subject: A collection of curriculum-themed articles from Impact, the Chartered College of Teaching’s termly journal
Physical health challenges in neurodivergent children and young people
Jane Green MBE FCCT, Founder and Chair of SEDSConnective Introduction As a former assistant headteacher who focused on supporting students with special educational needs and disabilities (SEND), I have long been concerned about attendance and attainment among neurodivergent children. The co-occurrence of physical health challenges linked to hypermobility for this population is not well […]
Learning with confidence: How digital technology is helping schools improve accessibility for all
Eight in 10 learners say that technology makes it easier for them to participate at school (Pearson, 2024). Schools that have recently adopted new technology are seeing improved confidence and independence for all students, including those formally identified as having special educational needs and disabilities (SEND). However, across the UK, assistive technology is still a […]
Less can be more: Rethinking the use of time in schools
This research summary was produced as part of a project funded by The Comino Foundation. Original research article Connolly V (2023) Less Can Be More: Rethinking The Use Of Time In Schools. The Buckingham Journal of Education 4(1): 73–92. Introduction Policymakers and researchers have repeatedly disregarded teachers’ calls for increased non-contact time, or […]
Play and creativity in secondary schools
This research review was produced as part of a project funded by The Comino Foundation. According to the Centre for Research on Play in Education, Development, and Learning (PEDAL) at the University of Cambridge, most students beyond early childhood age do not currently have the opportunity to learn playfully in school. However, evidence suggests […]
Supporting non-specialist teachers: The importance of professional identity
This research review was produced as part of a project funded by The Comino Foundation. In many countries including England, Australia and Germany, the secondary school curriculum has traditionally been carved up into subjects delineated by their knowledge, modes of inquiry and discursive practices. In turn, this has implications for the notion of ‘subject […]
Teachers as curriculum designers
This research review was produced as part of a project funded by The Comino Foundation. In Europe, teachers are increasingly expected to take an active role in curriculum design (de Almeida and Viana, 2023), being variously positioned as curriculum developers at the macro, meso and micro-levels. The officially prescribed core or intended curriculum sits […]
The transition from primary to secondary school: Recommendations from research
This research review was produced as part of a project funded by The Comino Foundation. The transition from primary to secondary school is often regarded as one of the most challenging periods in students’ educational careers (Zeedyk et al. 2003) and can be a particularly difficult and stressful period for some students (Kwarikunda et […]
Teaching Philosophy Statements: What are they and how do I write one?
Lewis A Baker, Faculty of Engineering and Physical Sciences, University of Surrey, UK Introduction The purpose of this article is to justify the engagement in developing a teaching philosophy statement and to scaffold the writing process. For those already familiar with such documents, this article will argue for the value of revisiting a teaching philosophy […]
Student agency and sustainability
Introduction Agency, defined by the Cambridge Dictionary as ‘the ability to take action or to choose what action to take’ (n.d.) refers in an educational context to the ability to determine one’s own learning goal and the process of pursuing that goal (Vaughn, 2018). Agency may be used in a moral, social, economic, or creative […]
Conducting inclusive research
In order for educational research to understand and represent a diverse range of experiences from different groups, it is important that educational research practices are inclusionary. Inclusion is an important consideration at every stage of the research process (research design, data collection, analysis and reporting) to ensure that the voices of underrepresented groups in particular […]
The challenge of teaching and learning angles: A pedagogic intervention
Introduction Promoting pupils’ conceptual learning is one overarching goal that teachers might have in order to help pupils understand mathematics in a way that goes beyond just following a technique to reach an answer. The objective to support pupils’ conceptual mathematics learning can be accomplished through evidence-based practice where teachers learn with and from each […]
Everybody is talking about ChatGPT: Should educators be excited or apprehensive?
Introduction ChatGPT, or Chat Generative Pre-Trained Transformer, is a natural language processing (NLP) artificial intelligence (AI) system, a machine-learning system that has been trained on a massive dataset of text from the internet, including books, articles, and websites (Bessette, 2023). As a large language model (LLM), ChatGPT uses machine learning algorithms to analyse this data […]
The evaluation of information by sixth-formers: A study in decision-making processes
Introduction The evaluation of information is a key skill associated with modern independent learning. Indeed, it is fundamental to Callison’s (2014, p. 23) principle, distilled from the literature, that ‘analysis skills must dominate student use of the internet’, in particular. Even in the age when most information materials took paper form, source appraisal was invariably […]
Curriculum improvement through a collaborative approach to governance: The impact of a shared specialism between a SENCo and SEND Governor
Introduction This case study will explore the emerging impact of a shared specialism between a SENCo and SEND link Governor on curriculum improvement at a one-form entry primary school in Kent. Kings Hill Primary School has Special Resource Provision (SRP) for children on the autism spectrum. Like other schools, the setting is currently navigating the […]
Teachers: The forgotten health workforce
Original article by: Lowry C, Leonard-Kane R, Gibbs B et al. (2022) Teachers: the forgotten health workforce. Journal of the Royal Society of Medicine 115(4): 133–137. Introduction Amidst rising rates of mental illness among children, this commentary highlights the role of teachers as the forgotten health workforce. According to the Mental Health of Children and […]
