Research from beyondblue shows that boosting children’s resilience can be done in an everyday way, through the routine activities and interactions that occur in children’s lives each day, and through more structured programs. Professor Andrew Martin takes a closer look at the latter approach.

Maintaining strong links between families and schools is important to staff at Westgarth Primary School in Melbourne, which is why they work collaboratively with parents and carers to share the latest evidenced-based approaches to teaching and learning.

The Global Teacher Prize awards one exceptional teacher each year for their contribution as an educator. Here, we speak to top 50 finalist Sarah Mathews from Brisbane Bayside State College about improving numeracy abilities.

Put your thinking caps on, get those creative juices flowing and let your imagine run wild – this year’s Australian STEM Video Game Challenge is on. Registrations for the annual competition open today and the theme for 2018 is ‘Transformation’.

Why is it important to teach algorithmic thinking skills? Is algorithmic thinking the same as coding? Educators Greg Breese and David Shigrov answer these questions and more in today’s Q&A.

In this case study, educators from New South Wales outline the development of a teacher professional learning program, run in tandem with a whole school focus on project-based learning.

In this episode we visit Western Port Secondary College – one of 21 government schools involved in the Australian initiative The Paradigm Shifters: Entrepreneurial learning in schools – to talk to assistant principal Hannah Lewis and student Harry Hainsworth.

Findings from an evaluation of upper primary and middle school students’ science inquiry skills suggest there is room for improvement in implementing an inquiry-based teaching approach, at least in terms of students’ abilities to undertake scientific inquiry.

In 2017, Parklands Christian College in Brisbane launched a new elective for Year 10s called STEM Studies. In this first instalment of a three-part series, Kristie Schulz – Lead Teacher of Mathematics and Science – explains how the journey began.

New research has found learning in nature has a significant positive impact on engagement back in the classroom, with educators able to teach for almost twice as long without having to pause and redirect students’ attention.