‘In a digital society threatened by various disruptions such as the COVID-19 pandemic, lifelong learning attitudes have become even more crucial in fostering the resilience and adaptation of youngsters.’ In his latest Teacher column, Andreas Schleicher discusses how teachers, schools, education systems and parents can influence the development of lifelong learning attitudes.

Findings from an action research project in three West Australian schools suggest the use of quality mentor texts when explicitly teaching how to write narratives can improve students’ storytelling ability. Ron Gorman and Dr Sandy Heldsinger share more details about the teaching and assessment strategies used, and samples of student writing.

‘[Our school] vision is to develop young people who are active, resilient, lifelong learners. One of the priorities in our strategic plan relates to promoting student voice and agency…’ Richmond High School Principal Dr Lars Andersson shares how staff are working to ensure students are active participants in their learning.

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.

The term ‘evidence-based practice’ is widely used in education. Schools are continually presented with strategies, programs and approaches that claim to be ‘research-based’ or ‘evidence-based’. But what is evidence-based practice? And, how do schools determine which of these programs and methods have solid foundations in research?

Staff at Cedar College in South Australia are determined to improve the proportion of female students choosing to study Science, Technology, Mathematics and Engineering (STEM) subjects in senior high school. Here, we speak with Digital Technologies and Maths teacher Trudi Wynn about the strategies they’ve employed to entice more girls to consider studying STEM.

Our connections with others have an influence on our own behaviour. Social networks form in lots of different contexts, including at school and in the workplace. Social Network Analysis (SNA) is now offering insights into these important, but often invisible relationships.

What would happen if you listened to your staff and students about what their reality is like, and then wrote a school-wide wellbeing framework and curriculum that responded specifically to their needs? At Indie School Elizabeth in South Australia, a targeted approach to addressing the complex wellbeing needs of students led to a brave reimagining of staff wellbeing strategies and processes.

The winners of the annual Prime Minister’s Prizes for Excellence in Science Teaching in primary and secondary schools have been announced. Darren Hamley from Willetton Senior High School in Western Australia and Sarah Fletcher from Bonython Primary School in the ACT were awarded with the prizes, and they both join us in today’s episode.

In yesterday’s reader submission, Michelle Lucas looked at some of the misconceptions around gifted and high-achieving students. In this follow-up article she shares four interventions to address underachievement and meet the needs of gifted students.