With Indigenous Literacy Day coming up, in this edition of Researching Education: Five further readings, we’re bringing you five resources that relate to Indigenous literacy.

'The school curriculum should embody a society’s vision for its future and play a vital role in achieving that vision.' Professor Geoff Masters AO reflected on this during his review of the New South Wales curriculum and on a study visit to Estonia.

Family and teachers are seen to be the most trusted news sources for young people, and often act as a news filter for children and teens, according to new research from Western Sydney University and Queensland University of Technology. In today’s article we speak to the report’s lead author, Dr Tanya Notley.

Southbank International School in London introduced a structured writing program in the primary years to improve students’ narrative writing. In today’s article, teacher Stefanie Waterman explains what they learned throughout the process.

This year, for the first time, the Programme for International Student Assessment (PISA) will assess global competence. In his latest Teacher column, OECD Director for Education and Skills Andreas Schleicher discusses what the assessment entails.

‘… teachers talked about how they can prepare today’s students for their future, rather than for our past.’ Teacher columnist Andreas Schleicher shares details of discussions from the recent Qudwa Global Teachers’ Forum, which brought together 800 educators.

There are good reasons to rethink how we organise the school curriculum. An alternative would be to structure the curriculum as a sequence of proficiency levels unrelated to age or year level, according to Professor Geoff Masters AO.

At Mossman in Queensland, a local Indigenous language called Kuku Yalanji was at risk of being lost. Now all students at Mossman State School learn the language and in this article, language teacher Sharon Case shares how the language program was developed.

In today’s podcast we’re talking with Professor Pauline Taylor-Guy about continuity of teaching and learning during COVID-19, trying to understand and mitigate the impacts on student outcomes, how schools have adapted to ‘emergency remote teaching’, and how the experience could lead to future changes and innovations in practice.

The COVID-19 pandemic has presented some unique challenges for early years educators as they move to a remote learning approach. In today’s article, Dr Deborah Price discusses some practical ways for embracing the teaching and learning opportunities this new environment provides.