Moving with the times: Educational video games to improve children’s movement skills

Modern children are increasingly sedentary and spend an average of six hours a day in front of a screen (Barnett et al., 2018). This has a significant impact on the movement capabilities of...

The rise of the flexible and remote teacher: A primary school’s response to the Covid-19 context in London

Covid-19, education and educational research

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)...

School transition, socioeconomic inequalities in wellbeing and the Covid-19 pandemic

Covid-19, education and educational research

Children’s education and wellbeing are profoundly influenced by the circumstances into which they are born. Being from a wealthier family is associated with a range of positive outcomes. Poverty...

The art of connecting: How primary and secondary teachers are building a framework for expressive arts

Re‐educating the nation? The development of a new curriculum for Wales

Curriculum reform in Wales is heralding a raft of changes for schools, one of which is the rise in significance of the expressive arts. The new Welsh curriculum for learners aged 3-to-16, which...

Tackling the languages ‘crisis’: Supporting multilingualism in the new curriculum for Wales

Re‐educating the nation? The development of a new curriculum for Wales

What can be done to inspire an uplift for modern foreign languages across Wales in the future?

Learning progression in the humanities: Identifying tensions in articulating progression in the humanities in Wales

Re‐educating the nation? The development of a new curriculum for Wales

The current curriculum reforms in Wales (Welsh Government, 2020) represent a significant shift in thinking and organisation. As well as the introduction of the ‘four purposes’ to drive...

Should we really call this home schooling? Reflections from the research field

Covid-19, education and educational research

Within this current context, the term ‘home schooling’ is often deployed in a blanket way to describe what is likely to be a plethora of activities and methods of teaching and learning largely...

Teacher identity in a performative age: Coming to research through autoethnography

What is it to be a teacher? In 2014, five years into my career as a primary school teacher, I would have answered that question with a story of early promise as a trainee and professional success...

Is educational research evidence-based?

One issue raised in the debate over evidence-based policymaking and practice has been what should count as evidence. I was prompted to think further about this by a recent paper in the British...

Education, children’s futures and Covid-19

Covid-19, education and educational research

Last year I conducted a research project with 12 early-career primary teachers. While exploring their sense of purpose, I found that many teachers were driven by a commitment to preparing their...

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...

Why do school exclusion rates continue to rise in England?

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...