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Beyond “Knowledge Rich”: Rethinking What Curriculum Richness Means

Posted on 18 December 2020 by Dr Kevin Smith

“Knowledge rich” sounds appealing—but what are we really saying when we use it? In this post, I take a closer look at how the term shapes our thinking about curriculum, teaching and value, and why we might need richer language—and richer ideas—to describe what education is for.

From “Not Racist” to Anti-Racist: Building Curricula for Justice

From “Not Racist” to Anti-Racist: Building Curricula for Justice

Posted on 3 June 2020 by Dr Kevin Smith

Being “not racist” isn’t enough. This post explores what it means to be anti-racist in education—how teachers can move from awareness to action, and from intention to transformation. Drawing on critical pedagogy and first-hand experience, it highlights why anti-racist teaching is essential to dismantling systems of inequality and cultivating critical hope.

Cymraeg in the Classroom: Rethinking How We Teach Welsh

Posted on 12 May 2020 by Dr Kevin Smith

If most pupils believe Welsh is vital to Wales’s identity, why do so many dislike learning it? This post examines what pupils and teachers say about Welsh lessons today and explores how schools might rebuild enthusiasm and fluency by aligning classroom aims with the living language beyond the school gates.

Dysgu Cymraeg: Llais y Disgyblion

Posted on 1 May 2020 by Dr Kevin Smith

Pam mae cymaint o ddisgyblion yn teimlo’n anfodlon gyda’u gwersi Cymraeg? Yn y cofnod hwn, mae Dr Mirain Rhys yn archwilio beth mae dysgwyr eu hunain yn ei ddweud am ddysgu’r Gymraeg — o’r diffyg cyfleoedd i siarad i’r pwyslais gormodol ar arholiadau. Mae’r canfyddiadau’n cynnig cipolwg gonest ar y dyfodol i’n hiaith fyw genedlaethol.

Learning Welsh: What Pupils Really Think

Posted on 1 May 2020 by Dr Kevin Smith

Why do so many pupils say they dislike Welsh lessons? In this post, Dr Mirain Rhys examines what learners themselves think about studying Cymraeg—and what needs to change. From calls for more authentic speaking opportunities to concerns about exam-focused teaching, the findings offer powerful insights for anyone committed to the future of Wales’s living language.

Curriculum Theory and Theorising: Why Wales Needs Both

Posted on 17 April 2020 by Dr Kevin Smith

Curriculum reform demands more than compliance—it requires thought. This post explores what curriculum theory and theorising mean, why they matter for teachers in Wales, and how engaging with them can deepen both practice and understanding. It’s an invitation to think critically, question confidently, and join the broader conversation shaping education’s future.

From Global Citizens to Cosmopolitans: Rethinking Citizenship in the Curriculum for Wales

From Global Citizens to Cosmopolitans: Rethinking Citizenship in the Curriculum for Wales

Posted on 23 December 2019 by Dr Kevin Smith

What if “global citizenship” isn’t enough? This post invites educators to imagine a more ethical, reflective form of worldliness—cosmopolitanism—that values human connection over market efficiency. It challenges Wales’s curriculum reform to move beyond the language of economics toward a vision of education rooted in shared humanity, moral reasoning and care for others.

Wales, Welshness, and the Curriculum: Rethinking the Welsh Dimension

Wales, Welshness, and the Curriculum: Rethinking the Welsh Dimension

Posted on 16 December 2019 by Dr Kevin Smith

What does it really mean to “be Welsh” in today’s curriculum? This post explores how official discourses shape our understanding of Wales and Welshness, revealing the tensions between tradition, diversity and identity. It calls for a critical pedagogy of place—one that helps pupils think deeply about culture, belonging and the world beyond their doorstep.

Teaching as a “Fling Career”: Commitment, Capitalism, and the Cost to Education

Posted on 8 December 2019 by Dr Kevin Smith

Is teaching becoming just another gig? This post explores how the logic of the “gig economy” has turned teaching into a transient career rather than a lifelong calling. Dr Kevin Talbert examines the moral and social consequences of treating teachers as disposable labour and asks what it will take to reclaim teaching as a profession of depth, dignity and devotion.

Listening to Pupils: Trust, Rights, and the Dangers of Dismissal

Posted on 12 November 2019 by Dr Kevin Smith

When adults assume children aren’t telling the truth, what happens to trust in schools? This post responds to recent controversy by exploring why listening to pupils isn’t just good practice—it’s a moral imperative. Drawing on Welsh research and the UN Convention on the Rights of the Child, it makes the case for safeguarding through empathy, respect and belief.