Schooling

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.

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.

When Pupils Protest: Lessons in Voice, Power, and the Lived Curriculum

Posted on 16 October 2019 by Dr Kevin Smith

What happens when students turn theory into action? This post tells the story of a classroom discussion that led to a full-scale pupil protest—and what it revealed about power, agency and the possibilities of critical pedagogy. It’s a reflection on voice, justice and the kind of learning that can’t be contained by a textbook.