Previously on the BERA blog (Kidd, 2020a) I have drawn attention to the work of Glade Primary School, an east-London school in the borough of Redbridge, England, and their ‘agile’ adoption of...Continue reading
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The ideas presented in this blog were developed in dialogue with a number of English sexuality education organizations, including acetUK, It Happens, Susie March, Think for Yourself, Teaching...Continue reading
The rise of the flexible and remote teacher: A primary school’s response to the Covid-19 context in London
On Friday 29 May 2020, ITV ran a story on the London regional news about a primary school whose pupils were reported to be ‘traveling the world’ through the adoption of video conferencing (VC)...Continue reading
As recent posts on the BERA Blog have demonstrated, in the quiet chaos of lockdown a range of taken-for-granted assumptions (Courtney et al., 2020), competencies (Zhou & Wolstencroft, 2020) and...Continue reading
In the public debate about the impacts of the Covid-19 lockdown on education, much attention has understandably been given to concerns about disadvantaged children falling behind at school, and to...Continue reading
The new core maths qualifications: A welcome opportunity, but what is their place in the curriculum?
We are approaching the end of a three-year project, funded by the Nuffield Foundation, investigating the successes and challenges of core maths (CM), a set of post-16 qualifications introduced in...Continue reading
BERA joins call to cancel the introduction of Reception Baseline Assessment (RBA) in the Autumn term
BERA President Dominic Wyse is one of the co-signatories to an open letter that calls upon the Government to abandon its plan to introduce the reception baseline assessment into primary schools in...
If we assume that necessity really is the mother of invention, then the problems of delivery that arose when the Covid-19 virus crisis hit UK higher education represented a golden opportunity for...Continue reading
Children and young people excluded from school for poor behaviour have lower than average educational outcomes. They are more likely to experience ‘deep exclusion’ (Levitas et al., 2007), with...Continue reading
In the 21st century, working in a university is a demanding and complex job. The expectations of academic staff are numerous. We are required to publish world-leading research outputs, and our...Continue reading