Within the 'normal' English National Curriculum for science it is usual in Rebecca Price's school for year 6 children (ages 10-11) to investigate how animals have adapted to suit their environment. However, during the COVID-19 pandemic, everyone has had to adapt, in an international team effort, to an ever-changing environment. Full immersion in…

There is a distinct lack of literature considering childhood bereavement within the United Kingdom. There is particularly a lack of age-specific research into childhood bereavement and the types of support schools are providing for this group of children. In light of this lack of research, the aim of this study was to explore the experiences,…

Supporting children to successfully transition from primary to secondary school is of utmost importance for several reasons, including to prevent future emotional and behavioural problems. Level Up is a novel, UK-based intervention consisting of five online group sessions, straddling the summer holidays, and providing at-risk children and their…

The current study aims to examine students' and teachers' voices and views on the outcomes of the implementation of a curriculum as relevant and appropriate to enhance students' citizenship skills by engaging them in dialogic and argumentative practices. To achieve the aim an innovative curriculum, consisting of 15 lessons per education level…

The purpose of this case study was to explore the communication needs of a child with deafness and cerebral palsy (DCP) and how these needs can be supported by interventions targeting the use of communication approaches and strategies. One semi-structured interview with the child's parents and five observations of the child in different contexts…

Identifying and supporting students in early elementary grades with low literacy achievement is critical to help them achieve grade-level proficiency and stay on track academically. "Reading Recovery"® is an intervention that provides one-on-one tutoring to students in grade 1 with low literacy achievement. This supplemental program aims…

Recent systematic observations of UK classrooms are reviewed. Findings about how verbal teacher-feedback and students' on-task behaviour are associated are discussed. The method, utility and impact of this type of quantitative research are discussed using a large-scale (mass) secondary school study. Findings include: the use of positive feedback…

RAND Europe evaluated the implementation of a technology-based intervention that made use of the Microsoft Immersive Reader (IR) in UK classrooms for eight- and nine-year-old pupils. This is the first evaluation of this intervention that uses a randomised control trial (RCT) design, following promising findings related to the use of IR from a…

This article outlines how mobile technology can support teaching and learning in and outdoors. Thanks to the actual physical movement afforded by being free from wires and a desktop, children can take their learning anywhere. More impressively, online collaborations can link schools and children globally. Using mobile devices as a tool to record…

This article offers a critique of Ofsted's Bold Beginnings report based on the author's own experience as an early years practitioner. It draws attention to the growing 'readiness' agenda of the Department for Education (DfE) and to its focus on a primarily transmission-based model of teaching. It reaffirms the necessity of an approach to the…

In this article, Jane Winter describes a pilot project that uses a simple and engaging science activity to raise children's science capital, as well as increasing understanding of the potential of science to combat world problems. "Potatoes to plastics" is a Centre for Industry Education Collaboration (CIEC) project, aimed at key stage 2…

In this paper, we take an ecological view of children's development to argue that preventive interventions should move beyond separating the microsystems of school and home to create new intergenerational spaces for nurturing mental wellbeing. Using the 5A's theory of creativity, we draw upon our experiences of creative writing to explore how…

Background and aims: Evidence suggests that autistic children and young people (CAYP) can benefit from age-appropriate psychoeducation. Co-design is a methodology that iteratively involves end users and stakeholders in producing an intervention which may increase engagement and impact. Few age-appropriate co-designed psychoeducation resources for…

Arts-in-nature practice has been shown to have positive impacts on children's mental health and wellbeing; however, introducing new innovations in schools can be challenging and requires involvement of staff in the process. The 'Branching Out' project explored how arts-in-nature practice can be scaled up to achieve greater reach in primary schools…

Identifying and supporting students in early elementary grades with low literacy achievement is critical to help them achieve grade-level proficiency and stay on track academically. "Reading Recovery"® is an intervention that provides one-on-one tutoring to students in grade 1 with low literacy achievement. This supplemental program aims…