In 2018, we introduced Impact readers to our initial work designing and implementing a knowledge-rich curriculum at Cottenham Primary School (CPS) (Dennis and K...
In the 60 years since CP Snow’s Rede Lecture of 1959, there has been a considerable narrowing in the cultural divide between science and the humanities, and onl...
In 2017, the Cultural Learning Alliance published an updated version of their ‘Key research findings’, which explores large-scale research into the impact of ar...
Whilst there is clear intention that children should have opportunities for practical experience, this seems to be limited to performance skills, rather than co...
On 26 May 2019, a range of news sources reported on a 'crisis in music education' (Alberge, 2019), telling of how A-level and GCSE music entries are falling sha...
Photographic education is in limbo, and the future of its impact is hanging in the balance without change (Rubinstein, 2009). The relatively new subject (in com...
We have recently seen the beginning of a decline in entry at GCSE and A-level for arts subjects (see Thinktank report: A Step Backward, 2019). It can be temptin...
Our CPD packs are designed to support members in further exploring the themes raised in each issue of 'Impact'. CPD packs provide guidance and resources to help...
Our CPD packs are designed to support members in further exploring the themes raised in each issue of 'Impact'. CPD packs provide guidance and resources to help...
Our CPD packs are designed to support members in further exploring the themes raised in each issue of 'Impact'. CPD packs provide guidance and resources to help...
Amanda Spielman (Spielman, 2017) has said ‘at the very heart of education sits the vast accumulated wealth of human knowledge and what we choose to impart to th...
Within the teaching profession, there is a consensus that national curriculum has been far more demanding since 2014, when the government initiated reform to ma...
Why this? Why now? Why us?
Jerome Bruner, the renowned American psychologist, states that the primary objective of any act of learning, over and beyond the p...
The need to define a set of ‘big ideas’ as a framework for decisions about the curriculum, pedagogy and assessment originated in the context of science educatio...
