When two senior Music teachers saw a need to improve the quality of student’s home practice of chosen instruments, they implemented a strategy of solitary, deliberate music practice. In consultation with the school’s Master Teacher, they developed a model aimed at improving student learning outcomes.

Teachers play a central role in supporting children who are starting formal schooling for the first time to settle in. University of Wollongong researchers have been studying how early years educators can help smooth the transition from preschool.

‘Consider any Arts or Science concept and try to find no link between the two.’ David Roy discusses how the Arts can help develop a creative mindset within STEM learning.

The ARIA Awards are the Australian music industry’s big night and this year, for the first time, four school educators are battling it out to become ARIA Music Teacher Of The Year. We caught up with the nominees to find out more about their work and approach in the classroom.

'To be truly inclusive is challenging but is also easily undertaken with thought and sometimes a re-positioning of default language and practice.' David Roy, Lecturer in Education and Creative Arts discusses the keys to inclusive practices in the classroom.

From Japanese origami to Nordic winters, the movement of flocking birds to messages in binary code, treehouses to terracotta – the shortlisted school designs in this year’s World Architecture Festival award have been inspired by a range of influences.

Educators have gathered on the Gold Coast to share their work on school-based improvement projects, reflecting on the successes and challenges along the way.

An Australian study shines a spotlight on the highs and lows of the practicum experience from the perspective of pre-service drama teachers. Dr Christina Gray discusses her findings.

Educators working across the school age range can now access a new teaching resource to help them develop the financial literacy skills of Indigenous students.

You’ve probably heard the claim that you learn better when information is presented in your preferred ‘learning style’. Where did this neuromyth come from? Dr Tanya Vaughan explains.