‘[Reflection] does not come naturally to many of the students in our classrooms (perhaps not even to ourselves).’ Head of Department Lia Sharma shares how the Christian Studies teaching team at Sydney’s Roseville College has been working to develop their own and their students’ skills in this area.

For many schools, the shift to remote learning during the pandemic has led to new conversations about the possibilities of Blended Learning as a more integral aspect of regular learning and teaching programs. Today’s article looks at how a research-practice partnership is supporting four schools in Queensland to investigate this further.

In his latest Teacher column, OECD Director for Education and Skills Andreas Schleicher shares preliminary findings from the organisation’s Special Survey on how systems have responded to the pandemic – from school closures and remote learning, to teacher vaccination and gradual returns to in-class instruction.

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 science education.

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 digital literacy.

Literacy is a core set of skills that can help students overcome social and economic barriers and underpin success in everyday life. Tanya Vaughan and Susannah Schoeffel share recommendations for the development of good literacy skills among primary students.

Year 10 gifted and talented students at St Matthews Catholic School in regional New South Wales collaborated with academics at the University of Sydney on a research project. In today’s episode we speak with Professor Patrick Brennan and Brooke Colley about how the collaborative nature of this project strengthened students’ STEM skills in areas like data analysis, experimentation and scientific writing.

It’s often asserted that some things can’t be measured, Professor Geoff Masters AO writes in his latest column. But how true is this? And if we can’t measure something, should we stop pretending we can teach or develop it?

'Too often in our schools, the time-bound curriculum does not deliver learning experiences matched to individuals’ present levels of achievement and learning needs,' Professor Geoff Masters AO writes in his latest Teacher column.

Real reform and significant progress in improving the quality and equity of Australian schooling depend on tackling our deepest and most stubborn educational challenges, writes Professor Geoff Masters AO.