Curriclum implementation

‘To make a real difference to the way students learn science, we think it is important to link cognitive growth to learning progressions through formative assessment in everyday practice.’ In today’s article, academics from the SiMERR National Research Centre at the University of New England share how the Chemical Science learning progression they developed can be implemented in the classroom.

In the latest instalment of Teacher’s bookshelf, we share an exclusive extract from Thrive: the purpose of schools in a changing world, by Valerie Hannon and Amelia Peterson. In this 2nd Edition the authors advocate a new purpose for education and explore what thriving might look like in an age of disruption.

‘Equity demands a curriculum responsive to individual needs, not blind equality.’ In his new Teacher column, Professor Geoff Masters AO highlights the important difference between equality and equity in education.

‘In the context of remote learning, it is likely that those students who had already developed metacognitive strategies and skills were better prepared to learn and apply that learning independently.’ Today’s article shares how a senior secondary school is developing metacognition and self-regulation in learners.

In this episode of our Teaching Methods series we talk to Maura Manning, Director of Learning at the Catholic Education Diocese of Parramatta, about the blended learning model at School of Now – what it means for teachers and teaching, the focus on equity of access, and how students are supported in their learning.