Julia Atkin discusses how a teacher’s perception of their own role can influence their design approach when it comes to creating learning environments which shift from a teacher-centric classroom to a learner-centric space.

In Teacher’s latest reader submission, Year 9 Learning Leader Rachael Williams discusses student agency and shares details of a project at her own school that offers teens a learning experience that’s relevant to their own lives and gives them the opportunity to work with community experts.

Student perceptions about the attitudes and behaviour of their peers can often be far from the reality. With this in mind, a new pilot project uses a social norms approach to address concerns about teenage use of alcohol, tobacco and cannabis.

A new report provides an overview of the participation rates of secondary students in VET (Vocational Education and Training) Programs across Australia. In this infographic, we look at the figures for 2017.

At the Art Gallery of Ballarat, a group of secondary school students, pre-service teachers and English teachers spend two-and-a-half days writing together in order to encourage creativity and improve students’ writing skills.

Genazzano FCJ College’s Mary Jones shares her experience of being involved in a Data Collective with three other schools, and how the support of Lyn Sharratt has helped to strengthen staff use of data to drive learning and teaching.

Tasmanian educator Steve Harrison discusses the hands-on skills that students are learning through the vocational training offered at his school, as well as the broader ‘soft skills’ that they could apply to any future employment opportunities.

Principal Gail Smith discusses how co-teaching has improved outcomes for students at her school, how trusting co-teacher relationships are maintained and some possible hurdles to adopting the process.

Having students and staff participate in the Great Victorian Bike Ride presented an opportunity to enrich student engagement with the whole-school ethos at Koonung Secondary College.

A new study by the LEGO Foundation explores how children can learn through play beyond the early years, in order to develop a holistic set of skills along with academic knowledge, to thrive and succeed in a rapidly changing world.