The winners of the annual Prime Minister’s Prizes for Excellence in Science Teaching in primary and secondary schools have been announced. Darren Hamley from Willetton Senior High School in Western Australia and Sarah Fletcher from Bonython Primary School in the ACT were awarded with the prizes, and they both join us in today’s episode.

‘The underachievement of gifted and high-achieving students is, in part, propagated by the dangerous myth that they will succeed regardless.’ In this reader submission, Gifted and Talented Coordinator Michelle Lucas looks at some of the misconceptions.

It’s no surprise that a teacher’s self-efficacy has a huge impact on their classroom teaching. But what aspects of work as a beginner teacher has an influence on how perceived self-efficacy develops? A research report has looked into this and we discuss the findings in this podcast episode.

Australian students have performed significantly better in the latest cycle of the Trends in International Mathematics and Science Study in Year 8 mathematics and Year 4 and Year 8 science – but not in Year 4 mathematics – than they did in 2015. Here, we take a closer look at the results.

‘This alternative paradigm is more than a different way of structuring the curriculum; it invites new ways of thinking about teaching, learning, assessment and reporting—in a sense, a redefinition of “normal” practice,’ Professor Geoff Masters AO writes in a new Teacher article.

Working with colleagues to assess and moderate student work enables teachers to make consistent judgements of achievement and progress. In our latest reader submission, Learning Specialist Jeanette Breen shares how Templestowe Heights Primary School has improved its writing moderation process and five tips for a more successful experience.

‘Through careful reflection, design and planning of daily learning activities, teachers can identify opportunities for teaching resilience in their classroom.’ Dr Sarah Tillott and Dr Michelle Neumann discuss learning activities that foster resilience in the classroom.

‘While this crisis has exposed the many inadequacies and inequities in our education systems, this moment also holds the possibility that we won’t return to the status quo when things return to “normal”,’ Andreas Schleicher writes in his latest Teacher column.

In this episode of our Teaching Methods series we talk to Maura Manning, Director of Learning at the Catholic Education Diocese of Parramatta, about the blended learning model at School of Now – what it means for teachers and teaching, the focus on equity of access, and how students are supported in their learning.

Dr Pauline Ho and Dr Katherine Dix share the findings of a systematic review investigating the impact of wellbeing-related interventions on student academic and wellbeing outcomes, including four ingredients for effective implementation and three recommended actions for schools.