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School Tasking in UK Primary Schools: Widening Access through Early Intervention and Gameful Design

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Title: School Tasking in UK Primary Schools: Widening Access through Early Intervention and Gameful Design
Language: English
Authors: Alison Struthers (ORCID 0000-0002-0508-4130), Katie Jones
Source: Journal of Further and Higher Education. 2025 49(6):766-780.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Elementary Schools, Gamification, Game Based Learning, Grade 5, Competition, Outreach Programs, College School Cooperation, Intervention, Disadvantaged Schools, Access to Education
Geographic Terms: United Kingdom, Ireland
DOI: 10.1080/0309877X.2025.2497049
ISSN: 0309-877X
1469-9486
Abstract: School Tasking is a successful, university-led primary school outreach programme in law based on the format of the hit television show, Taskmaster. It borrows the fun, interactivity, and gentle competition of the TV show to engage children in less-advantaged schools across the UK and Ireland with learning a little bit about law and connecting with university study more broadly. The programme has been designed for Year 5 pupils in widening participation primary schools and relies on aspects of both gamification and game-based learning. This article seeks to ask and answer the 'why' questions with regard to these two particular elements of the programme: (i) why are we working with children aged 9--10, who have not traditionally been the target age group for university outreach work; and (ii) why are the 'gameful design' aspects of School Tasking likely to be so integral to its success? On the first of these, we argue that primary pupils are at the ideal age for outreach initiatives like School Tasking, and interventions that begin only at secondary level can miss children who have already decided that higher education is not for them. On the second question, we argue that the gameful design aspects are likely to be contributing to both knowledge retention and, through the gently competitive nature of the programme, motivation to learn. We suggest, too, that gameful design can capture the enthusiasm and imagination of children to a greater extent than other forms of outreach work.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502317
Database: ERIC
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  Data: School Tasking in UK Primary Schools: Widening Access through Early Intervention and Gameful Design
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Further+and+Higher+Education%22"><i>Journal of Further and Higher Education</i></searchLink>. 2025 49(6):766-780.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink><br /><searchLink fieldCode="DE" term="%22Ireland%22">Ireland</searchLink>
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  Data: 10.1080/0309877X.2025.2497049
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  Data: School Tasking is a successful, university-led primary school outreach programme in law based on the format of the hit television show, Taskmaster. It borrows the fun, interactivity, and gentle competition of the TV show to engage children in less-advantaged schools across the UK and Ireland with learning a little bit about law and connecting with university study more broadly. The programme has been designed for Year 5 pupils in widening participation primary schools and relies on aspects of both gamification and game-based learning. This article seeks to ask and answer the 'why' questions with regard to these two particular elements of the programme: (i) why are we working with children aged 9--10, who have not traditionally been the target age group for university outreach work; and (ii) why are the 'gameful design' aspects of School Tasking likely to be so integral to its success? On the first of these, we argue that primary pupils are at the ideal age for outreach initiatives like School Tasking, and interventions that begin only at secondary level can miss children who have already decided that higher education is not for them. On the second question, we argue that the gameful design aspects are likely to be contributing to both knowledge retention and, through the gently competitive nature of the programme, motivation to learn. We suggest, too, that gameful design can capture the enthusiasm and imagination of children to a greater extent than other forms of outreach work.
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        Value: 10.1080/0309877X.2025.2497049
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      – Text: English
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    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary Schools
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      – SubjectFull: Gamification
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      – SubjectFull: Grade 5
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      – SubjectFull: Competition
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      – SubjectFull: Outreach Programs
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      – SubjectFull: College School Cooperation
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      – SubjectFull: Intervention
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      – SubjectFull: Disadvantaged Schools
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      – SubjectFull: Access to Education
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      – SubjectFull: United Kingdom
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      – SubjectFull: Ireland
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