The National Framework for Inclusion: Supporting inclusive practices in Scotland

Spotlight on SEND: Curriculum Design and Practice

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...

All things inclusion: Presentation overviews and discussions from parallel session A

Spotlight on SEND: Curriculum Design and Practice

As chair of parallel session A for the BCF Spotlight on SEND event in March 2022, I was delighted to welcome our speakers and share questions from our delegates.  The session began with a...

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

Spotlight on SEND: Curriculum Design and Practice

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...

Evidence-based practice in schools: What’s really going on?

Improving educational outcomes through high-quality provision is one of the main aims of education systems across the world. Over recent decades there has been a concerted move by policymakers in...

Food banks in schools and the ‘cost of living’ crisis

In the UK, over 2.6 million children experience food insecurity, which is defined as those who have limited or unreliable access to food due to a lack of financial resources (Power et al., 2020;...

Food technology, home economics, cooking, or healthy eating? Making a case for the term ‘food literacy’

Increasingly, UK policy recommendations include food education. For example, the Levelling Up white paper recommends children leave school knowing ‘how to cook six recipes’ (LUHC, 2022); the...

Year 3 student career choices: Exploring societal changes in constructions of masculinity and femininity in career choice justifications

Gender stereotypes continue to play a significant role in how children imagine their future careers, and in the long term, these stereotypes may limit opportunities for both boys and girls. We...

‘Shut up and leave me alone’: Why schools need to be places of belonging

‘Shut up and leave me alone’ were the only words that 10-year-old refugee ‘Aisha’ could find to say in English after three weeks in her school. She was the outsider who didn’t...

HE Education Research Census 2022

The UK-wide census of all HE-based education researchers has just been launched. It is a nationwide census examining the characteristics, experiences and attitudes of education researchers...

Summer 2022

Pandemic, protests, recovery, opportunities: Repositioning of educational research, teaching & learning  Research Intelligence issue 151 This second decade of the 21st century continues to...

Syrian refugees: Hearing the voice of immigrant children

The civil war in Syria caused the largest migration of Syrian citizens in the 21st century (Gencer, 2017) and Syrian people have been migrating to Turkey since 2012 (Sirin & Aber, 2018). Many of...

Primary pre-service teachers back in the physical education bubble

The concept of a ‘bubble’ has become synonymous with the Covid-19 pandemic, a metaphor for restricted physical and social interaction. Such draconian practices have placed untold challenges on...