This book introduces the new term ‘creativities’ with cutting-edge examples of creativities research that has influenced the thinking and work of teachers and school leaders in their practice. Co-edited by one of the leading international experts in creativity and the arts, this book is packed with imaginative ideas and practical classroom suggestions underpinned by theory and research to help teachers become research-informed and research-generating. Sculpting New Creativities in Primary Education will inspire us, invite us to think, and share ways in which research is informing and enabling a role for new and creative practices in primary education. Each chapter is collaboratively written by an academic and a practicing teacher covering areas such as: creative spaces, intercultural and interdisciplinary creativity, art, wellbeing, mathematics, STEM and leadership creativities. It importantly highlights the need to inspire, shape and unfold change-making practices that (re-)invigorate, (re-)empower, and (re-)position primary education practice. Drawing from projects originally conducted both in the UK and beyond, this revolutionary book invites teachers, teaching assistants and school leaders to co-create ways to unlock research together as mutually informative ways of authoring change.

The education system does not always promote or give primacy to play within the curriculum, yet research and policy alike acknowledge the importance of play for children and young people. Empowering Play in Primary Education addresses this issue, contributing innovative ideas about how teachers, teaching assistants and children may incorporate play within the classroom while also advocating for its use as a powerful tool for ensuring successful learning outcomes. Packed with imaginative ideas and practical suggestions, this essential book combines theory with tried and tested practice to encourage and inspire teachers to make use of the pedagogy of play and enhance their children's learning experience. Topics explored within the book include but are not limited to: Playful enquiry exploring the relationship between academic research and practitioner wisdom; Practices of play within different settings; Inclusive practice for play in the primary school; Designing a high-quality, low-cost model for play in the Early Years; Play within the wider school community, e.g., playful leadership and pedagogy as play. This is an essential read for any teacher, teaching assistant, headteacher, senior leader or policy maker who wishes to embed more opportunities for play within their curriculum and school.

As the world begins to emerge from the COVID-19 pandemic and grapples to find ways to respond to climate change, there is growing recognition of the need to give space and time in primary schools to hear children’s experiences, ideas and perspectives on these matters and to promote their active participation in democratic solutions. This book presents vibrant examples from professional educators and researchers across the globe who are demonstrating how primary schools can nurture the conditions for new democratic education through empowering educators’ and children’s voices and agency. Written as a genuine partnership between research experts and experienced classroom teachers, the book delves into historic and contemporary theories and evidence about the children’s voices movement, and new democratic education, helping to root teachers’ practices to strong educational theoretical concepts. The second section presents a set of diverse and detailed examples drawn from primary classrooms and schools that illustrate how these ideas are taking shape in teaching and learning across the world; chapters will bring to life the principles upon which schools have empowered young voices, sharing examples of success and thriving students. Finally, a set of thought-provoking manifestos will offer new opportunities and fresh theories for educators to explore, with the purpose and intention to take forward in their own primary school contexts. This is a vital resource for any new or experienced teacher or school leader looking to take research-informed and principled approaches to changes in schools so that teaching and learning ignites the social imagination for 21st-century educators and learners.

This book offers a positive approach to thematic cross-curricular teaching. Within a clear focus on humanitarian and inclusive values, it offers guidance on robust learning in the subject disciplines within a set of highly involving themes. Its fundamental aim is the mental, physical, social and intellectual wellbeing of children and their teachers. Discover how your teaching can support genuine age-appropriate engagement in contemporary and global issues like shared values, anti-racism, social inequalities and environmental concerns. Learn ways of drawing from a wider, inclusive and motivating curriculum without compromising progression in subject-specific learning. Case studies and clear guidance on planning and assessment offer strong practical advice to support you in setting the foundations for smart, informed and relevant primary school teaching. Jonathan Barnes is a Visiting Senior Research Fellow at Canterbury Christ Church University and a National Teaching Fellow.

The International Science and Evidence Based Education (ISEE) Assessment is an initiative of the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), and is its contribution to the Futures of Education process launched by UNESCO Paris in September 2019. In order to contribute to re-envisioning the future of education with a science and evidence based report, UNESCO MGIEP embarked on the first-ever large-scale assessment of knowledge of education.

Huh is the Egyptian god of endlessness, creativity, fertility and regeneration. He is the deity Mary Myatt and John Tomsett have adopted as their god of the school curriculum. Their first book in the Huh series focused upon how school practitioners design the Key Stage 3 curriculum. Its popularity prompted calls from many quarters for a similar book on the primary curriculum. Supported by their primary colleagues, Rachel Higginson, Lekha Sharma & Emma Turner, Mary and John interviewed over 30 primary practitioners about how they design the primary curriculum. Considering the diverse nature of primary schools in this country, it’s not surprising that they were soon confronted with numerous context-dependent curriculum complexities. Designing the curriculum for small primary schools, for instance, means solving the conundrum of teaching the same subject at the same time to three different year groups in one class. The conversations confirmed that shaping a primary school curriculum is a tricky business! The wisdom gleaned from the genuine experts Mary and John interviewed was limitless. The material was so important it meant that they had too much for a single volume. Twenty-one of those thirty-plus conversations comprise the book Primary Huh, which focused upon the curriculum of each individual subject from EYFS to Year 6. In this companion book, Primary Huh 2, Mary and John give a platform to practitioners who lead on the broader issues of primary curriculum design, including, amongst other things: shaping the curriculum for mixed-age classes; designing and implementing a cross-MAT curriculum; building the “cradle to career” curriculum; timetabling; assessment; transition, and diversity. Primary Huh 2 is riven through with authentic voices grappling with the endless challenge of providing our children with a rich, challenging, ambitious, beautiful curriculum.

This collection applies the principles underlying values education to addressing the many social and learning challenges that impinge on education today . Insights in the fields of social and emotional learning, student wellbeing, and, increasingly, educational neuroscience have demonstrated that values education represents an efficacious pedagogy with holistic effects on students across a range of measures, including social, emotional, and intellectual outcomes. With schools in the 21st century confronting issues such as gender identity, stemming radicalism, mental health, equity for disadvantaged groups, bullying, respect, and the meaning of consent, values education offers a way of teaching and learning that integrates and enhances student’s affective and cognitive functioning. The earlier edition of this book has become a standard reference for scholars and practitioners in the fields of values education, moral education, and character education. Its citation rates, reads and downloads have been consistently and enduringly high, as have those of its companion text, Values Pedagogy and Student Achievement. A decade on, the main purpose of the revised edition is to update and incorporate new research and practice relevant to values education. Recent insights in the fields of neuroscience and social and emotional learning and their implications for education and student wellbeing are more overt than they were when the first edition was being compiled. Additionally, advanced thinking in the field of epistemology, how humans come to know and therefore learn, has also sharpened, especially through the later writings of prominent scholars like Jurgen Habermas. The revised edition has preserved the essential spirit and thrust of the original edition while making space for some of these new insights about the potential of values education to establish optimal and harmonious learning and social environments for both students and teachers.