Bonfire night marks a plot in 1605 to burn down the Houses of Parliament. It’s also a reminder of the ferocious divides that existed between Protestants and Roman Catholics. Historian Liesbeth Corens is researching the measures taken by English Catholics to educate their children in the 'true faith'.
New study shows that - even after controlling for subject, degree class, alma mater and occupation - graduates who attended private schools earn on average 6% more than those who attended state schools.
By aiming to discover the UK’s most memorised poems, a new research project – backed by a former Poet Laureate – will explore the poems that live in our collective memory, and the value of keeping poetry in our heads and hearts instead of just the page and screen. Is there a poem inside your head?
In this article, Professor of Education Neil Mercer argues that ‘talk’ needs tuition; state schools must teach spoken language skills for the sake of social equality.
New resources designed to inspire the next generation of engineers by bringing authentic engineering challenges into the classroom have been launched today by the University of Cambridge.
Sixth-formers from schools across the country were welcomed to the Faculty for a one-day visit designed to give a taste of studying at Cambridge as well as an introduction to Education as an academic discipline.
The Department for Education has supported the application by the University of Cambridge to establish a University Training School as part of its North West Cambridge Development.
University of Cambridge museums are among those highlighted as examples of best practice in a new report focusing on the outstanding contributions made by the University Museums Group UK.
An online exhibition at the Fitzwilliam Museum explores the narratives contained in eight samplers made by school girls from poor backgrounds in the 18th and 19th centuries.
Earlier this month the "Too Much, Too Soon" campaign made headlines with a letter calling for a change to the start age for formal learning in schools. Here, one of the signatories, Cambridge researcher David Whitebread, from the Faculty of Education, explains why children may need more time to develop before their formal education begins in earnest.
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