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In this paper, the author considers the contribution of creativity to pastoral care in education. Since its advent in English schools in the early 1970s, pastoral care has placed the affective realm and individual enrichment centre stage in both its curriculum aims and teaching approaches. These principles have, however, had much to contend with over the past 50 years; from the obtrusive effects of state intervention in schools, to the challenges confronting young people growing up in increasingly complex societies. For many teachers and practitioners, engaging young people in creative pursuits has come to be regarded as a necessary counterpoint to increasingly performative school cultures and an essential means to enabling vibrant forms of positive self-expression. The power of creative activities has received new impetus as a pastoral concern in light of two national trends. The first as creative arts provision in the curriculum in English state secondary schools declines as a consequence of Government qualification reforms, and second as an increasing number of young people are referred to Alternative Educational Provision with mental health issues. As a consequence, many pastoral educators have turned or, indeed, returned to creativity and creative practices as a primary means of supporting and enriching the lives of young people, particularly for those who now struggle in contemporary school environments. In light of these developments and drawing on research and practice in the field of creativity and pastoral care, this paper aims to cast further light on creativity in pastoral education. [ABSTRACT FROM AUTHOR]

This paper reports on an undergraduate project, Making:Archives — Narrative Artefact, as an exemplar of collaborative good practice, expanding on its case study in the National Archives and History UK's Guide to Collaboration for Archive and Higher Education. The paper examines the expected and unexpected impacts of the Making:Archives collaborative project for the stakeholders involved: the Institution, the Archive Service, its depositors, and in particular the students. Students have both struggled and excelled in the project, with the most engaged developing a range of creative and transferrable skills that have been repurposed in the creation of work beyond Making:Archives. The paper also reflects on the challenges faced, and numerous opportunities presented, during the co-creation, delivery and evaluation of the project, drawing extensive data gathered from student participants. The project is presented in the context of relevant literature from both the textile education, industry, and archive sectors. [ABSTRACT FROM AUTHOR]

This paper focuses on teacher education in the English further education sector, where the teaching of disciplinary and pedagogic knowledge is an issue. Using research findings, the paper advocates an approach based on collaboration and informed research to emphasize and integrate knowledge(s) in situated teaching contexts despite working in a climate of competition as advocated by the current neo-liberal government. [ABSTRACT FROM PUBLISHER]

The Rwandan genocide was perhaps the most paradigmatic human rights catastrophe in the post-Holocaust era, which challenged the mantra of ‘never again’. Yet as we approach the twentieth anniversary, it remains a relatively marginalised entity within mainstream English education. This paper argues that a study of the Rwandan genocide introduces a number of important issues, which are not emphasised within Holocaust education. It also draws upon a small-scale empirical study of 41 teachers’ attitudes in England, perceptions and experiences of teaching the genocide in a range of disciplines and demonstrates emerging patterns on how it is integrated into curricula and individual lessons. It concludes by advocating the study of the Rwandan genocide in its own right and the importance of students appreciating its contemporary relevance. [ABSTRACT FROM PUBLISHER]

Estella Lewis's handbook for teachers, Teaching History in Secondary Schools, published in 1960, is examined to reflect upon the teaching of history in the UK during the postwar period, a text that addresses the "problem" of teaching history to "non-academic" children attending secondary modern schools. Lewis's ideas, attitudes, and values towards this question are explored fully in order to show her contesting history education aims, content, and methods. Her work as a history educator, alongside other authors, is significant in the way it sheds light on the largely unexamined discourse on how history teaching in postwar secondary modern schools was conceptualised. Generally presented as deserted and unchanging, the landscape of postwar history education that appears in Lewis's text is a social practice bustling with activity. [ABSTRACT FROM AUTHOR]

Medical students' perception of neuroanatomy as a challenging topic has implications for referrals and interaction with specialists in the clinical neurosciences. Given plans to introduce a standardised Medical Licensing Assessment by 2023, it is important to understand the current framework of neuroanatomy education. This study aims to describe how neuroanatomy is taught and assessed in the UK and Ireland. A structured questionnaire capturing data about the timing, methods, materials, assessment and content of the 2019/2020 neuroanatomy curriculum in the UK and Ireland medical schools. We received 24/34 responses. Lectures (96%) were the most widely used teaching method, followed by prosection (80%), e-learning (75%), tutorials/seminars (67%), problem-based learning (50%), case-based learning (38%), and dissection (30%). The mean amount of core neuroanatomy teaching was 29.3 hours. The most common formats of assessing neuroanatomical knowledge were multiple-choice exams, spot tests, and objective structured clinical exams. Only 37.5% schools required demonstration of core clinical competency relating to neuroanatomy. Our survey demonstrates variability in how undergraduate neuroanatomy is taught and assessed across the UK and Ireland. There is a role for development and standardisation of national undergraduate neuroanatomy curricula in order to improve confidence and attainment. [ABSTRACT FROM AUTHOR]

Alcohol and other drug (AOD) use is a common feature of modern social work practice. Concerns about the problematic use of such substances cross all areas of social work practice, including adults' and children's social care. In England, surveys have highlighted social workers' experiences of AOD education during their qualifying social work training. However, this study sought the perspectives of the social work educators. Its primary aim was to explore the nature and extent of education on AODs on the qualifying social work programmes in England. Using an online survey tool, all qualifying social work programme leads were invited to take part (n = 157). Fewer than half responded (40%,n = 63). Initial findings appeared positive suggesting that 94% of responding qualifying programmes provided some teaching and learning on AODs. Further analysis revealed significant variation in what is taught and the depth of coverage. It highlighted a lack of consistency across programmes and possible over-reporting. However, the majority of respondents felt that teaching and learning on AOD use should be a higher priority for their qualifying social work programmes. [ABSTRACT FROM PUBLISHER]

This report is drawn from a project funded to better support the teachers of quantitative methods in UK social science. In it we identify the types of quantitative methods taught in the geography curricula for UK schools and universities, and discuss attitudes towards those methods amongst students and teachers. We argue that geography has benefitted from its position at the intersection of the sciences, social sciences and humanities, retaining a quantitative component. Consequently, levels of basic numeracy and data handling have remained relatively high, leaving the discipline well placed to respond to the call for greater quantitative training within the social sciences in the UK. However, we also suspect that the typical levels of quantitative training in university human geography courses are not sufficiently high to compete on the international stage. As the title suggests, our report is focused on geography. However we raise issues germane to other disciplines including what actually we mean by quantitative methods, what should be taught in a twenty-first century curriculum, how to meaningfully embed those methods in the substantive themes and teaching of a discipline, and whether more should be expected as a minimum standard of quantitative competence than the existing Quality Assurance Agency benchmarks require. [ABSTRACT FROM AUTHOR]