The main thrust of the SIG’s activity in 2004/2005 has been for a sub-group to work on a follow-up to the BERA/ASPE collaborative publication of a decade ago – ie. Pollard, A. (Ed.) (1994) Look Before You Leap? Research Evidence for the Curriculum at Key Stage 2, London: Tufnell Press. The intention of the follow-up is not only to revisit issues then regarded as of central importance in primary education but also to examine research evidence on current priorities and government initiatives. We are identifying continuities and discontinuities in policy, practice and teachers’ and pupils’ perspectives and using these to speculate on possible future directions for primary education. The focus on Key Stage 2 of the original publication is being maintained but with an additional emphasis given to the views of KS2 pupils themselves.

Four meetings (11am – 3.30pm) have been held at the University of York initially to share the current research findings and ideas of SIG members, then to plan the nature and content of a publication and finally to disseminate and discuss initial drafts. A central aspect of this venture is the way in which it has become a vehicle for writing collaboratively as twenty-two researchers are involved in producing material. As SIG convenor, I have found these meetings extremely worthwhile and motivating as they have clarified my thinking as well as moving our publication forward. Participants’ comments suggest that they also found them enjoyable, stimulating and thought-provoking.

The majority of the writing sub-group will be presenting their contributions to the SIG publication at the 2005 BERA Conference in three linked symposia entitled ‘Changing Teaching and Learning in the Primary School’ on Friday the 16 September (9-10.30, 11-12.30, 15.30-17.00). The first symposium reviews the impact of government policy on the primary curriculum, approaches to assessment and changes in classroom practice. The second offers an analysis of KS2 pupils’ experiences in, and perspectives on, their primary schooling. The third examines some key changes in the nature of primary teachers’ work and provokes debate about the positive and negative impact of these changes on notions of primary teacher professionalism. We are extremely pleased that Andrew Pollard has agreed to act as discussant for the symposia to conclude the third symposium. The papers given will form the basis of a book derived from the work of the SIG. This will have the same title as the symposia Changing Teaching and Learning in the Primary School and will be published by Open University Press. We hope the symposia will attract a wide audience and generate lively debate over some contested and controversial issues.

SIG members are considering the next venture on which they might embark, when the book is finalised. A proposal for a series of seminars on research methodology focusing particularly on data collection from children and innovatory research approaches has considerable support. If you would like to join the SIG and/or have suggestions for topics/contributors to the research seminars or alternative ideas for future SIG activities, please get in touch via email.

Dr Rosemary Webb,
Department of Educational Studies,
University of York.
rew7@york.ac.uk