This article presents the results of a study, conducted in parts of Wales and southwest England, focusing on what literature is being taught to learners aged 11-14 years. By exploring this area, we gain insight into influences on teacher choices and the challenges faced by teachers. Our research, which included a survey of over 170 teachers as…

Dissatisfied by her previous enquiries on medieval kingship and inspired by Helen Castor's "She-Wolves," Elizabeth Carr sought to incorporate the stories of powerful medieval women such as Empress Matilda and Eleanor of Aquitaine into her Key Stage 3 curriculum. Carr used these stories to highlight to her pupils the crucial substantive…

Space is a topic most learners find engaging. This article set out a short project investigating meteorite impacts, both practically and using simulations, and suggests resources that could be used. The formation of craters, such as those on the Moon caused by objects landing on its surface, is used to illustrate a study plan. The project is…

Although co-teaching is increasingly recognized as a valuable approach in inclusive education, comprehensive studies that examine the impact of targeted professional development on enhancing teachers' capabilities in this area are lacking. The limited research on this topic fails to provide clear evidence of the effectiveness of such training…

Initiatives for outdoor education have gained popularity because of their capacity to boost teacher well-being, foster better mental health in instructors, and enrich the learning environment for students. We demonstrate the influence that outside education programs have on the achievement of students and how they create a vivid tapestry of…

This study explores the integration of Design Thinking into the Key Stage 3 Design and Technology (D&T) curriculum at a school in North-West England, focusing on fostering 21st-Century Skills alongside subject-specific knowledge. The research draws on a multiple case study approach derived from the 'Solving Genuine Problems for Authentic Users…

Influenced by her own experiences, preliminary research, and recent political events, Teni Oladehin sought to thoroughly review how Black history was introduced to her students at Key Stage 3. In particular, she aimed to introduce Black history with an 'authentic' narrative which brought Black agency into the foreground. In this article, Oladehin…

This paper theorises empirical findings from a school in the north of England in order to contribute to theoretical understandings of racial microaggressions, particularly micro-assaults. In so doing, the paper argues that during the teaching of Black History, micro-assaults were articulated as racist humour and stereotyping, to increase tolerance…

Part of the "How to Do It" series available from the National Council for the Social Studies, 3501 Newark Street, N.W., Washington, DC 20016, this booklet describes how to involve intermediate-grade through high school students in reconstructing biographies and discovering history by using local primary source documents. (JDH)

Bookbinding is a relatively simple crafts project that requires few tools and supplies. Specific directions are provided. (RM)

An art lesson for teaching intermediate and secondary level students the fundamentals of printmaking is provided. Basic printmaking vocabulary and techniques are introduced. (RM)

Critiques the notion that "pleasure" is the highest objective in teaching literature to children. (AA)

Describes an activity in which students deal a deck of cards to 5, then 4, then 3, then 2 players; note the number of cards left over each time; and from this information determine the number of cards in the deck. (MKR)

Examined longitudinal change and stability in daydreaming and curiosity among 74 gifted children and adolescents. Findings suggest pattern of both change and stability in intellectual styles over time. Measures which tap content of daydreams changed over time, but measures of process or ways of relating to the environment, such as curiosity and…

Investigated hopelessness in 8-, 12-, and 17-year-olds (N=210). Found children with high hopelessness scores at greater risk for suicide and depression and for overall psychopathology. Results suggest that hopelessness does not increase from preadolescence to adolescence in general population. (Author/CM)