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How can we teach for transformative disciplinary learning in history and social studies in a high autonomy curriculum?

New Zealand’s 2007 curriculum reform has received international attention for its high level of curricular autonomy, learner-centred ideologies and adoption of 21st-century skills, competencies...

½¿É«µ¼º½ Research Commission 2019/2020: Manifesto for Education for Environmental Sustainability (EfES)

The final manifesto from the ½¿É«µ¼º½-funded research commission on environmental sustainability calls for sustainability to become a key feature of the curriculum, inspections and other...

Contemporary curriculum debates in early childhood education and care

With the revised Early Years Foundation Stage (EYFS) becoming statutory, the Early Childhood Education and Care (ECEC) special interest group arranged a webinar series to provide space for wider...

Highlights from the first 1,000 ½¿É«µ¼º½ Blog posts

This series celebrates our one-thousandth ½¿É«µ¼º½ Blog post by republishing some of our favourites from among the posts that have proven most popular since the blog began in 2015. The collection both...

½¿É«µ¼º½ Blog post #1,000

Highlights from the first 1,000 ½¿É«µ¼º½ Blog posts

It hardly seems possible, six years after its creation of the ½¿É«µ¼º½ Blog, that this is its one-thousandth post. The brainchild of ½¿É«µ¼º½ CEO Nick Johnson, in 2015 the BB set out to provide...

The Chinese language classroom as a pedagogic emancipatory space: Cultural capital in multilingual Australia

Languages education plays a central role in constructing hegemony and boundaries, while also being commodified as a technical skill with symbolic added value in the globalised new economy (Heller...

½¿É«µ¼º½ funds over £40,000 of research on race and ethnicity

We are delighted to announce new funding looking at aspects of race and ethnicity across the education sector. There are five recipients of the new round of small grant funding: Melissa Jogie...

Towards a more equitable and empowering mathematics curriculum: What if we made progressive pedagogies more visible?

The Covid-19 pandemic has added to growing concerns about how misleading statistics and media reports can influence the beliefs and behaviour of millions of people. The Organisation for Economic...

Content and language integrated learning and extensive processing instruction: A useful partnership for language teaching?

The teaching of modern foreign languages (MFL) in English secondary schools is generally accepted to be in crisis. Entries for GCSE, A-level and university degrees have steadily declined. Even...

Autumn 2021

International perspectives on the curriculum Implications for teachers & schools Research Intelligence issue 148 The internationalisation of curriculum, and the effects of globalisation and...

Open educational resources offer promise for more equitable teaching and learning

The past year and the pivot to online learning has highlighted and exacerbated inequities in education systems around the world. It is more apparent than ever that our schools must do better at...

Adapting one-to-one reading support for children during Covid-19 school closures

Education & Covid-19: ½¿É«µ¼º½ Small Grants Fund research reports

Innovations and challenges among reading recovery teachers in Bristol