Can computers think? What is intelligence? Can we build a robot that learns from its past experiences? These are some of the tricky questions Year 6 students have tackled as they explore the role of robots and machine technology in society while learning to code.

Today’s reader submission is by Sir Jim Rose, author of the influential 2006 UK report The Independent review of the teaching of early reading, which led to the adoption of mandatory teaching of systematic synthetic phonics in English primary schools. Here, he discusses ‘the simple view of reading’ and its implications.

A government advisory panel has recommended the introduction of national literacy and numeracy checks in Year 1 as a way of identifying students who need additional support. Here we take a closer look at the report, including the benefits and challenges raised by teachers and principals.

Following her session at Research Conference 2017, Associate Professor Bev Flückiger joins Teacher to share more on her research into age-appropriate pedagogies. In this Q&A, she discusses the importance of play and recognising the agency of children.

Following the release of its Teaching Sport to Children discussion paper, the Australian Sports Commission wants to hear from teachers about a range of issues, including professional development needs, and building links with parents and volunteers.

Early years classroom practitioners need to devote more time to teaching writing, including explicit handwriting instruction, according to research findings from an Australian study.

Introducing evidence-based programs and interventions is one strategy that can be used by schools to target specific improvements in student outcomes. For this principal, having ongoing support mechanisms for staff is a crucial part of the implementation process.

In today’s leadership Q&A, Teacher talks to Distinguished Professor Viviane Robinson from New Zealand about the challenges and complexities of school leadership, good goal setting and principal professional development.

In an effort to better reach students who aren’t engaged in reading, writing and storytelling, staff at this New South Wales school decided to run a literary festival for Year 7 students, inviting a range of different authors, poets, cartoonists, illustrators and performers to run workshops on the day.

Teachers in any classroom can use samples of work in addition to assessment rubrics to create opportunities for students to evaluate, improve and take ownership of their own learning, explains educator Elizabeth King in our latest reader submission.