Due to the disruption to education caused by COVID-19, school leaders and teachers are considering how best to meet curriculum and assessment requirements for the rest of the 2020 school year. Here, we look at the official advice given to educators across the country on where some flexibility would be appropriate.

The Knox School’s Allan Shaw and Ben Righetti join Teacher to discuss the Character and Leadership Model that was implemented at the school between 2017 and 2020. It aims to foster the development of young people of character who will be ethical citizens and community leaders and involved a redesign of camps, excursions and community-based learning.

Students can play an important part in co-decision making within a school that can impact not only their learning, but that of other learners also. In the Northern Territory, students have been leading change projects in their schools for the past four years.

How well do we help students recognise and reflect on the long-term progress they make at school? Could progress in school mathematics learning be more like progress in music learning? Professor Geoff Masters AO discusses.

In any given classroom, students are likely to be at very different points in their learning and development. Professor Geoff Masters AO explores why it is important for teachers to be able to track the long-term progress that each student makes.

School improvement is most likely when an entire school has a shared improvement agenda and is committed to learning how to improve. Professor Geoff Masters AO discusses a five-step improvement cycle.

It’s a popular idea – educational assessments are either ‘summative’ assessments of learning or ‘formative’ assessments for learning. But just how fundamental is this distinction? And is it truly useful?

Success in schools may best be achieved not by pursuing it directly, but as a ‘side-effect’ of an unwavering dedication to the larger educational purpose, writes Professor Geoff Masters AO.

New research suggests that hands-on science mentor programs can be beneficial for high achieving senior secondary students in rural areas. In our latest reader submission, Louise Puslednik details the study findings.

All Australian schools and school leaders are currently managing change in response to the COVID-19 pandemic. Even under ‘normal’ circumstances, change is a difficult process to lead. How can schools implement effectively and efficiently, to support student learning in such unprecedented times?