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
Showing results 49–60 of 296
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 art of connecting: How primary and secondary teachers are building a framework for expressive arts
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...Continue reading
What can be done to inspire an uplift for modern foreign languages across Wales in the future?Continue reading
Learning progression in the humanities: Identifying tensions in articulating progression in the humanities in 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...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
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...Continue reading
Quarantined at home? Craft productive learningscapes and workspaces through the use of recorded music
The Covid-19 pandemic means that countless students and educational staff are expected to continue their work from home. The worldwide quarantine has been a game-changer, blurring the boundaries...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
A collection of groundbreaking new work on collaborative curriculum, research and development.