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Dilemma and tensions of Englishes in educational settings: What can English teachers do to advocate multilingual justice?

The critique against native speakerism, the belief that the English language is the property of native English speakers so that any teaching, learning, speaking, and anything associated with...

‘Learning for All’

BERA funded six small grants in 2022/23 under the title “Learning for all”. These grants supported projects which examine educational provision in its widest sense that seeks to provide or...

How science capital helps to understand the urban–rural divide in Chinese students’ science aspirations

BERA Early Career Researcher Network Symposium Series 2022

Chinese students were reported to have relatively low science aspirations, which contrasts with their outstanding attainment in international student assessment (OECD, 2019). Meanwhile, a bigger...

Achieving mastery: Pupils’ perspectives on engaging with feedback and assessment in secondary school

Introduction  Assessment and feedback play a key role in pupils’ learning at all levels of education. However, there is much debate about whether feedback, in particular, is given in a way...

2022/2023 BCF Curriculum Investigation Grant Awarded to 3 Schools and Colleges

BERA and the BCF are pleased to announce that the 2022/2023 BCF Curriculum Investigation Grant has been awarded to 3 UK schools and colleges. The BCF Curriculum Investigation Grant is intended to...

When the object becomes the subject: Redefining the Teachers’ Standards as ‘learner standards’

In England, the Teachers' Standards are often used formatively to guide quality improvement towards a final summative, quality assurance process which takes place to ensure that the standards have...

Children’s design and co-creation of classroom space as a Spatially Democratic Pedagogy

Imagine a classroom of four-to-five-year-old children designing and co-creating their classroom spaces. They are not passive recipients of the spaces created for them, but architects, product...

Pedagogical space(s): The benefits of collaboration with forest school providers for the early years classroom teachers and pupils

In 2022, the Foundation Phase in Wales will be replaced by the new Curriculum for Wales (CfW), a national framework for children aged between three and 16. One of its aims is to provide...

Spotlight on SEND: Curriculum design and practice

On 24 March 2022, the British Curriculum Forum (BCF) ran the Spotlight on SEND: Curriculum Design and Practice online event. The event focused attention on research-informed curriculum design and...

Think like a detective: The vital clue to inclusive teaching!

To think like a detective gives teachers both a memorable metaphor for inquiry and a compelling methodology that leads to effective inclusive teaching. Like expert detectives, expert teachers...

Delivering on curriculum intent: Lesson study as a mechanism to enhance curriculum implementation and assess curriculum impact on pupils with special educational needs

Lesson study (LS) is a much studied, structured approach that offers the time and space for teachers to focus constructively on children’s learning and plan lessons collaboratively with...

The National Framework for Inclusion: Supporting inclusive practices in Scotland

Supporting student teachers and teachers to enact inclusive approaches in Scottish schools is a significant part of the Scottish Universities Inclusion Group’s (SUIG) work. SUIG is a...