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.

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.

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.

In this monthly series, we take a look at some further readings available on a particular topic, including open access research papers from various online catalogues. This month’s theme is creative thinking.

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 today’s article, Kate Hill – an Australian teacher from Melbourne who is currently teaching Year 7 and 8 English at Braeburn School in Nairobi, Kenya – gives an international perspective on learning during the pandemic.

As educators in Australia return to face-to-face teaching, and schools around the world grapple with new ways of working to provide continuing support to students during the pandemic restrictions, readers have been getting in touch to share what’s been happening in their own context.

‘While schools will be gradually re-opening in China by mid-April, they’re closing around much of the rest of the world. How well are we prepared? OECD’s TALIS survey offers some insights,’ Andreas Schleicher, the organisation’s Director for Education and Skills, writes in his latest Teacher column.