There has been a recent burgeoning of interest in the power of elite private schools in the UK. However, little attention has been paid to the propulsive power of the mechanisms in place within such schools that enable and support the mobilisation of valued forms of cultural capital such as 'ease'. Here, we draw upon unprecedented access to two…

Integrating research into teaching gives future practitioners the opportunity to inform and enhance their own professional capacities and practices with research. This study analyses integration practices currently employed by a sample of 124 university teachers delivering teacher education and education studies courses from three…

This research addresses the concerning influence of far-right extremism on pupils in England, highlighting risks leading to potential radicalisation and violent extremism. Conducted through focus groups at the national RE conference 'RExChange 2022', the study explores whether and how far-right extremism should be integrated into the Religious…

This paper explores how authentic assessment can be implemented to enhance opportunities to develop employability skills through problem-solving tasks. Based on the eight key tenets of authentic assessment (Ashford-Rowe, Herrington and Brown, 2014), this paper presents formative and summative assessment case studies which were created in…

In England, the development of teachers' curriculum design capabilities has been identified as a 'challenge remaining' (Department for Education [DfE]. (2022). "Opportunity for all: Strong schools with great teachers for your child."…

Curriculum mapping is a comparability method that facilitates comparisons of content within multiple settings (usually multiple jurisdictions or specifications) and enables claims to be made about those curriculums/jurisdictions. Although curriculum maps have been published, there is little academic literature about the process of constructing and…

This article describes the origins of learning outcomes-based qualifications in England in the 1980s. It describes the design philosophy and evolution of National Vocational Qualifications (NVQs) which are contrasted with content-led frameworks and qualifications such as the English National Curriculum. The design flaws of the NVQ are noted and…

This paper reports on a research project exploring the aspirations, assumptions and experiences of students on a Master's in Education course. Professional Learning (PL) for teachers in England has increasingly prescribed content and delivery, is highly regulated and embedded within politically sanctioned evidence-based research, structured in…

Curriculum design is a domain that infrequently forms a discrete element of initial teacher training, or continuing professional development for music teachers in English secondary schools. Classroom music teachers, teaching Key Stage 3 (KS3) learners (11-14-year olds), are, however, required to design their own curriculum. Teachers are…

The challenge of climate change means that school education is more important than ever in preparing young people for an uncertain future. The focus of this research is climate change education and its status in the compulsory middle school years (approximately years 7-10) across six countries (Australia, Israel, Finland, Indonesia, Canada and…

Today, the engineering landscape is continually changing, and Higher Education Institutions (HEIs) have a responsibility to design curricula that address the growing demands of various industry sectors. Likewise, the roles and responsibilities of an engineer are evolving; requiring a further broadening of the current engineering curriculum. As a…

House of Imagination works with educators, artists and creative professionals to develop a creative approach to learning and researching experimental sites for pedagogical innovation. In our partnership work, our creative methodology, with everyone an artist, drives the ambition for artistic excellence. House of Imagination's signature project…

Music curriculum programmes are designed by English Music teachers in schools as the primary means of musical engagement for young people aged 11-14. Such Music curricula are often structured in learning topics. However, Music teacher rationales for the sequencing of the topics they have chosen to include in their curriculum is an under-developed…

Despite being in a digital age, the diversity of young people choosing to study and work in computing is of ongoing concern, especially low numbers of girls. This paper aims to determine the profile of students who are more likely to aspire to be computer scientists and provide insights into the key factors that shape their aspirations in this…

Classroom music teachers in England design their own music curricula for Key Stage 3 (11 - 14 year olds, 6th - 8th Grades). These curricula are designed in a context where policymakers define, regulate and legitimate curriculum formulations. This study traced curriculum development in England, where government has validated a policy driven…