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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.

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.

Philosophy in Schools: Teachers’ Views from Wales

Posted on 19 August 2019 by Dr Kevin Smith

What role should philosophy play in the classroom? Darius Klibavicius’ research with teachers in Wales explores how philosophy is understood—as a subject, a method or a way of life. Linking Philosophy for Children with contemporary curriculum reform, this post examines why many teachers see philosophy as vital for well-being, reasoning and communication in modern education.