2020-10-30 Madeline Platt 22 is a trainee on our Early Primary PGCE course and has been passionate about working with children for as long as she can remember. Because she has dyslexia however she was told by some that she would never be able to pursue an academically-based career. She told us about the journey that led her to a teacher-training course at Cambridge what it’s been like joining the Faculty during a pandemic and why she is starting to think that teachers are basically ‘superhumans’.Read the full interview here. |
 |
2020-10-26 Faculty of Education researchers have helped to develop a new, online course, which enables both parents and other adults who work with children to support their social-emotional learning and wellbeing through play during times of change or stress. Read the full story here. |
 |
2020-10-22 A new project and website aimed at expanding the reach of research to help the parents and carers of children experiencing language difficulties has been launched coinciding with International Developmental Language Disorder Awareness Day. The project is led by researchers at the University of Bath who are collaborating with colleagues here at the Faculty of Education as well as at City University London. Read the full story here |
 |
2020-10-12 A new analysis of pupil wellbeing has called for a re-evaluation of how schools support ‘spiritual development’, arguing that the present legal requirement is vague, confused, and has been appropriated for political ends. The philosophical and historical study, by the University of Cambridge academic, Dr Daniel Moulin-Stozek, traces the origins and history of what British schools today call ‘Spiritual, Moral, Social and Cultural development’ (SMSC). Read the full story here. |
 |
2020-10-07 Children are more likely to introduce violent themes into their pretend play such as imaginary fighting or killing if they are with playmates whom peers consider bad-tempered new research suggests.Read the full story here. |
 |
2020-10-07 Four PhD candidates have been awarded PEDAL studentships – which cover the cost of a PhD course in the Centre for Research on Play in Education Development and Learning (PEDAL) – for 2020. Read the full story here. |
 |
2020-09-25 An approach to teaching that encourages learners to ‘think with their hands’ can break down barriers for disadvantaged students who have fewer opportunities to engage with science and maths, according to a new report. The judgement is one of the main conclusions from the latest phase of a project called Tinkering EU, which is testing the potential of a teaching and learning method called ‘Tinkering’ to help more children and adults engage with STEM subjects (Science, Technology, Engineering and Mathematics). Read the full story here. |
 |
2020-09-24 Free resources that help parents make COVID-19 sample-taking a little less frightening for children by turning it into a playful experience have been published by University of Cambridge researchers.Read the full story here |
 |
2020-09-23 The Campaign for Female Education (CAMFED) whose work to improve the education of marginalised girls in Africa has been supported through a research partnership with the Faculty has been awarded the world’s largest prize in education.Read the full story here. |
 |
2020-09-22 Researchers from more than 50 universities have launched a project which aims to piece together a coherent vision for Higher Education’s post-pandemic future while simultaneously operating as a ‘live experiment’ in how it might work. The project ‘Building the Post-Pandemic University’ is being hosted by the Faculty of Education is open to academics around the world and already involves contributions from scholars in 14 different countries.Read the full story here. |
 |