All Outputs (53)

Environmental education and the new curriculum for Wales: An evaluation of how a family of schools in a rural area used a theory of change approach (2022)
Journal Article
Jones, V. (2023). Environmental education and the new curriculum for Wales: An evaluation of how a family of schools in a rural area used a theory of change approach. Environmental Education Research, 29(3), 392-409. https://doi.org/10.1080/13504622.2022.2137470

This paper evaluates an Environmental Education programme where the barriers and opportunities for professional development, access to specialist resources, provision through technology and partnership are considered within the context of Wales and t... Read More about Environmental education and the new curriculum for Wales: An evaluation of how a family of schools in a rural area used a theory of change approach.

Learning To Live With Fog Monsters (2022)
Book
Gorell Barnes, L., Jones, V., McEwen, L., & Webber, A. (2022). Learning To Live With Fog Monsters. https://www.vip-clear.org

This story book, its concept and storyline were co-produced by Luci Gorell Barnes, Verity Jones*, Lindsey McEwen* and Amanda Webber* with contributions from Sara Williams*, Toity Deave*, Laura Hobbs*, Deepak Gopinath* and Laura Fogg-Rogers* (*Univer... Read More about Learning To Live With Fog Monsters.

Sustainable threads. Using immersive narratives to teach about the climate, wellbeing and social impacts of fast fashion (2022)
Journal Article
Jones, V., Millett, R., & Pykett, J. (2022). Sustainable threads. Using immersive narratives to teach about the climate, wellbeing and social impacts of fast fashion. Geography Teacher, 47(2), 79-82

In this article Dr Verity Jones, Associate Professor in Education at the University of the West of England, Ruth Millett, Learning and Engagement Officer at Thinktank, Birmingham Science Museum, which is run by Birmingham Museums Trust, and Dr Jessic... Read More about Sustainable threads. Using immersive narratives to teach about the climate, wellbeing and social impacts of fast fashion.

The power of picture books: A pandemic tool to recovery (2022)
Presentation / Conference
Jones, V., McEwen, L., Gorell Barnes, L., Webber, A., William, S., Hobbs, L., …Deave, T. (2022, July). The power of picture books: A pandemic tool to recovery. Presented at UK Literary Association International Conference 2022, Birmingham

This paper draws on 18 months of interdisciplinary research in partnership with Schools and Early Years settings across some of the most socially disadvantaged areas of Bristol, funded by the AHRC. The interdisciplinary team undertook an art based re... Read More about The power of picture books: A pandemic tool to recovery.

Teaching about the hidden climate threat of UK drought (2022)
Journal Article
Jones, V., Gorell Barnes, L., McEwen, L., Whitehouse, S., & Williams, S. (2022). Teaching about the hidden climate threat of UK drought. Primary Science, 173, 21

How educational staff in European schools reform school food systems through ‘everyday practices’ (2022)
Journal Article
Jones, M., Ruge, D., & Jones, V. (2022). How educational staff in European schools reform school food systems through ‘everyday practices’. Environmental Education Research, 28(4), 545-559. https://doi.org/10.1080/13504622.2022.2032608

Schools are recognized as important locales for education and action to change food-related environmental and health behaviours. Research shows the potential for a whole school systems approach to integrate educational activities, food in school, and... Read More about How educational staff in European schools reform school food systems through ‘everyday practices’.

Using mapping to explore experiences of the pandemic with 3-11 year olds (2022)
Presentation / Conference
Jones, V., McEwen, L., Webber, A., Gorell Barnes, L., Gopinath, D., Hobbs, L., …Fogg Rogers, L. (2022, January). Using mapping to explore experiences of the pandemic with 3-11 year olds. Presented at Geography Teacher Educators Conference, Online

This paper will draw on ongoing research funded by AHRC which works with 5 schools / Early Year centres in some of the most socio-economically deprived areas of Bristol. It will reflect on how we have used maps as a way of exploring children's experi... Read More about Using mapping to explore experiences of the pandemic with 3-11 year olds.

Making science work in the new curriculum for Wales (2022)
Journal Article
Jones, V. (2022). Making science work in the new curriculum for Wales. Primary Science, 27

Verity Jones outlines how the Darwin Experience has helped to provide scientific experiences that support the new Curriculum for Wales

“It makes me angry. REALLY angry”: Exploring emotional responses to climate change education (2022)
Journal Article
Jones, V., & Whitehouse, S. (2022). “It makes me angry. REALLY angry”: Exploring emotional responses to climate change education. Journal of Social Science Education, 20(4), 93-120. https://doi.org/10.11576/jsse-4551

Purpose: Climate change education and the emotional consequences this topic raises in the classroom has been largely ignored by researchers. This paper considers the emotional response to climate education in a primary classroom (age 9-10 years) in E... Read More about “It makes me angry. REALLY angry”: Exploring emotional responses to climate change education.

Climate change education in schools post COP26 (2021)
Digital Artefact
Jones, V. (in press). Climate change education in schools post COP26

In this blog Verity Jones shares her thoughts about the challenges facing secondary schools post COP26 . She notes the importance of not only a whole curricula approach, but an integrated school approach with an eye on supporting students and staff w... Read More about Climate change education in schools post COP26.

How can primary schools respond to COP26? (2021)
Digital Artefact
Jones, V. (in press). How can primary schools respond to COP26?

In this blog Verity Jones shares her thoughts about the challenges facing primary schools post COP26 . She notes the importance of not only a whole curricula approach, but an integrated school approach with an eye on supporting students and staff wit... Read More about How can primary schools respond to COP26?.

Promoting water efficiency and hydrocitizenship in young people’s learning about drought risk in a temperate maritime country (2021)
Journal Article
Jones, V., Whitehouse, S., McEwen, L., Williams, S., & Gorell Barnes, L. (2021). Promoting water efficiency and hydrocitizenship in young people’s learning about drought risk in a temperate maritime country. Water, 13(18), Article 2599. https://doi.org/10.3390/w13182599

Engaging young citizens with drought risk and positive water behaviours is essential in domestic water demand management within the wider climate crisis. This paper evaluates a new research-informed, picture book—‘DRY: The Diary of a Water Superhero’... Read More about Promoting water efficiency and hydrocitizenship in young people’s learning about drought risk in a temperate maritime country.

An integrated systems approach to food (2021)
Journal Article
Jones, V., Jones, M., & Ruge, D. (2021). An integrated systems approach to food. Primary Geography, Autumn 2021(106), 12-13

This paper explores how primary geography teachers can situate themselves in an integrated food system approach. It highlights critical issues relating to food and education and reflects on how other schools in the UK, Denmark and Czech Republic are... Read More about An integrated systems approach to food.

What have we learnt planning for inclusive online pedagogies in primary classrooms (2021)
Digital Artefact
Wilkinson, A., Vickers-Hulse, K., & Jones, V. (in press). What have we learnt planning for inclusive online pedagogies in primary classrooms

Young people and climate change: Hear our voice (2021)
Report
Jones, V. (2021). Young people and climate change: Hear our voice. Global Goals Centre

The consequences of climate change are becoming part of people’s everyday worlds as they live with increased risks of drought, flood and wildfires. Such conditions bring with them associated difficulties in food production, disease control and conser... Read More about Young people and climate change: Hear our voice.

Integrating sustainable food in school systems (2021)
Digital Artefact
Jones, V. (2021). Integrating sustainable food in school systems. [Blog]

Part of a special series about embedding sustainability in Education, this blog considers the place of edible insects as part of school food systems.

Integrating food into the curriculum (2021)
Journal Article
Jones, V., Jones, M., & Ruge, D. (2021). Integrating food into the curriculum. Primary Science, 5

This article explores how integrating food as a whole school approach can support learning and teaching in primary science. It reflects on a two year, international study with educational settings in the UK, Denmark and Czech Republic.

European healthy pupils and skilled educators via integrated school food systems: Final report (2021)
Report
Jones, M., Ruge, D., Rasmus Puck, M., & Jones, V. (2021). European healthy pupils and skilled educators via integrated school food systems: Final report. European Commission. Erasmus Plus

Good enough to eat or just to hunt? Edible insects, the Sustainable Development Goals and the primary classroom (2020)
Journal Article
Jones, V. (2020). Good enough to eat or just to hunt? Edible insects, the Sustainable Development Goals and the primary classroom. Primary Science, 21-23

This article considers how primary science curriculum planning can be framed around the Sustainable Development Goals (2015). As a case study it presents how learning about insects on a bug hunt in the playground can quickly transform into more cont... Read More about Good enough to eat or just to hunt? Edible insects, the Sustainable Development Goals and the primary classroom.

Bug Burgers? The climate emergency and eating insects (2020)
Journal Article
Jones, V. (2020). Bug Burgers? The climate emergency and eating insects. Primary Geography, 103(Autumn), 20-21

Here I outline how a four-stage approach framed classroom discussion around the global food crisis and its associated socio-economic and environmental impacts. In the discussion pupils considered whether they would be prepared to eat insects rather t... Read More about Bug Burgers? The climate emergency and eating insects.