National Science Week – an annual celebration of science and technology in Australia – is going to look a little different in schools this year due to COVID-19. The Australian Science Teachers Association coordinate school involvement in the event, and have had to make significant changes to what celebrations will look like this year.

As students return to classrooms after COVID-19 lockdowns, teachers should focus on rebuilding relationships, avoid rushing through missed content, and preference a deep understanding of a few topics over a superficial understanding of many, according to a new article published in the Mathematics Education Research Journal.

At Teacher magazine, we love to share innovative and research-based classroom activities from educators across Australia and the world. In today’s podcast, we take take you through some of the engaging learning activities educators have been using during the COVID-19 pandemic.

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.

This week, Teacher has been sharing reader stories on their school’s response to the pandemic. This final instalment is written by Michael Rosenbrock, Assistant Principal at Wodonga Senior Secondary College, on the border of Victoria and New South Wales.

In her last column, Dr Sue Thomson examined secondary school teacher and principal views on resourcing issues that hinder quality teaching, as revealed by the OECD Teaching and Learning International Survey. What, then, do these teachers see as the spending priorities for Australian education? And are the priorities different in primary schools?

Julia Gillard explains why schools and early learning services are in a strong position to help children and young people bounce back after the bushfire disaster, and looks at some of the resources available to support students and teachers.

‘The reality is, teaching can be really tough, and teachers, more concerned with the health and wellbeing of their students, can often put their own wellbeing last,’ Julia Gillard writes in her latest Teacher column.

Much discussion of evidence-based teaching is based on a narrow definition that would benefit from a broader recognition of the role of evidence in teaching and learning, Professor Geoff Masters AO writes in his latest Teacher column.

Quality early grade reading is a key focus for the Global Partnership for Education. In her latest Teacher column, Julia Gillard explains how hundreds of millions of children around the world are denied the opportunity to learn to read, and shares how a focus on improving reading standards in Nepal is changing lives for the better.