Showing results 1–12 of 43
Wales is in the process of undertaking a major overhaul of its national curriculum. Until recently, the curriculum largely resembled that put in place by the 1988 Education Reform Act. The new...Continue reading
This series of blogs summarises new research featured in a special issue of the Curriculum Journal (published simultaneously in English and Welsh), which explores the many issues that arise...
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...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
Current curriculum reform in Wales offers the chance for teachers to have greater freedom in developing pedagogical approaches that meet the needs of their pupils. The Successful Futures report...Continue reading
A new special issue of the Curriculum Journal, published simultaneously in English and Welsh, explores the many issues that arise when a country decides to rewrite the school curriculum –...
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
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