Teacher language: Help or hindrance to classroom learning

Spotlight on SEND: Curriculum Design and Practice

Communication between teacher and pupil is vital to pupil learning in the classroom. Usually, the focus is concentrated on the development of a pupil’s communication skills and not those of the...

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...

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...

Investigating ‘twice exceptionality’ in English secondary schools

‘Twice-exceptionality’ describes high-functioning individuals who also have a disability or learning difficulty that demands additional support. Twice-exceptional (2E) students may display...

How much the price for inclusion in the English secondary history curriculum?

In response to written questions from Parliament’s Petition Committee on 9 March 2021, the then Minister of State for School Standards, Nick Gibb MP, made it clear that there was no plan to make...

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;...

Strengthening teacher networks: Decolonising secondary school history curricula

Race & Education: BERA Small Grants Fund research

The decolonising of curricula is a current issue in education, but the complexities and varying interpretations of what this actually means can present challenges and uncertainty. During a time...

Race & Education: BERA Small Grants Fund research

This series of reports presents the findings and recommendations of five research projects that have investigated aspects of race and ethnicity across the education sector. Supported by BERA's...

‘Challenging’ reflexivity in the transition between practicums: A practical and gamified approach to embed ‘big ideas’ into the teacher education curriculum

Like all teacher educators in England, we are conscious that our practice is increasingly located in turbulent and changing political and managerial landscapes for teacher education (see Murtagh &...