In his final Teacher column of the year, OECD Director of Education and Skills Andreas Schleicher argues the biggest risk to schooling today isn’t its inefficiency, but that our way of schooling is losing its purpose and relevance.

New research suggests that hands-on science mentor programs can be beneficial for high achieving senior secondary students in rural areas. In our latest reader submission, Louise Puslednik details the study findings.

How have the COVID-19 school restrictions affected pre-service teachers and their ability to complete their professional placements while students are learning remotely? We speak to Associate Professor Miriam Tanti, from Australian Catholic University, about how pre-service teachers have used it as an opportunity to develop a unique set of skills, knowledge and undestanding so early in their careers.

New South Wales educators are now being invited to have their say on the NSW Curriculum Review Interim Report. In a two-part series, Teacher is taking a closer look at some of the proposals. This first article focuses on curriculum content and deep learning.

What are the enablers and challenges for high school teachers using a project-based learning approach in the classroom? In today’s reader submission, learning designer and educator Lisa Aitken shares findings from her research in New South Wales schools.

In today’s article, Katherine Stennett from Mother Teresa Primary in Westmead discusses the school’s approach to inquiry learning for both students and staff, and how it works in practice.

A new study by the LEGO Foundation explores how children can learn through play beyond the early years, in order to develop a holistic set of skills along with academic knowledge, to thrive and succeed in a rapidly changing world.

In his latest Teacher video Greg Whitby speaks to Katherine Stennett about how learning at Mother Teresa Primary is driven by students and their interests, and how staff work together to develop units of work based on this approach.

Dr Lyn Sharratt explores three practical learning, teaching and leading approaches – writing to improve critical literacy skills, bump-it-up walls, and collaborative assessment of student work – that each support teachers’ focus on creating critically literate graduates.

In today’s Q&A we speak to three teachers from Fairholme College in Queensland about how they’ve been using real world scenarios and a team teaching approach to STEAM learning.