Can self-advocacy skills support young people to participate in person-centred planning? An example from research involving young people with dyslexia

As part of a radical reform of educational and health support for young people (YP) with Special Educational Needs and Disabilities, the Code of Practice (DfE & DH, 2015) now advocates the use of...

Democracy through Pedagogy: the Mantle of the Expert in Initial Teacher Education

In his powerful speech at the Cambridge Primary Review Trust’s (CPRT) conference in November last year, Robin Alexander suggested, in relation to recent electoral outcomes in the UK and the US,...

“I was born here, so I’m British” – What do fundamental British values mean to teachers of RE and year 11 RE students?

Transformational Further Education: Empowering People & Communities

Can our values as teachers accommodate the demands of what seems to be a progressively securitised education system? The requirement not to undermine fundamental British values (FBV) was...

The desire for knowledge

I came across this innocuous looking phrase in an interview with the French sociologist of education Bernard Charlot on the internet. He was quoting the psychoanalyst Jacques Lacan to explain how...

Subject Hierarchies and the Purpose of Learning – Time to press re-set?

The announcement last month that AQA was to withdraw the final History of Art A level specification brought a critical response in the press and on social media, not simply because it represented...

How Entrepreneurship Education can reproduce social inequalities

This article argues for the dismantling of the myth of classlessness in entrepreneurship education. Discourse in favour of more entrepreneurship in education has contributed to a process where a...

Curriculum design of Physics master’s degrees and national pedagogic traditions: implications for degree comparability

In 1999 higher education ministers from 29 European countries signed the Bologna Declaration (currently 49 signatory countries) and committed themselves to the creation of the European Higher...

Examining secondary history students’ notions of historical significance when using millennia-wide ‘frameworks’

History teachers, teacher-researchers, government agencies and history education academics in England often report that students are frequently incapable of producing complex, developmental...

Guardianship of subjects in 2016

I very much welcome the revival of the British Curriculum Forum and was delighted to attend the recent conference “Investigating Knowledge and the Curriculum”. My reason for attending is that...

Learning Skills as a complex intervention: raising the bar, closing the gap

In 2010, my secondary school initiated a Learning to Learn (L2L) curriculum for all students in Year 7. There was a competitive selection process, and I was chosen to be one of a team of 5...

History and Scotland’s Curriculum for Excellence

Scotland’s Curriculum for Excellence treats the subject of history (or People, Past Events and Societies, as it is known) as a ‘social subject’ alongside geography and modern studies.  It...

Secondary music teachers: biography, values and practice

A recently completed doctoral research study (Dalladay, 2014) has explored the role of music teacher biography in the planning of musical activities in the secondary school classroom and its...