A series of consultations undertaken by the Commissioner for Children and Young People in Tasmania has identified that young people in Tasmania believe a more responsive education system would improve their overall wellbeing, and further, what they think specifically needs to be improved.
The Association of Independent Schools New South Wales (AISNSW) has been working with 38 of its schools on a targeted early years program that aims to help students in Kindergarten to Year 2 master key literacy and numeracy skills.
Research shows that when students have access to current and interesting books, they are more likely to read. In this article, we take a look at the books most borrowed by students in 2018-2019 across fiction, non-fiction and picture book categories.
Scotland has implemented a new approach to assessing children’s progress with the launch of an online national assessment tool that places teacher professional judgement at the centre. We find out what this means for educators in this episode of Global Education.
Genazzano FCJ College’s Mary Jones shares her experience of being involved in a Data Collective with three other schools, and how the support of Lyn Sharratt has helped to strengthen staff use of data to drive learning and teaching.
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.
A school-based survey has been designed to help schools assess the effectiveness of school-wide program implementation, particularly programs based on mental health. Teacher takes a look at how educators could use this tool to gain a clearer idea of how valuable their current social-emotional health promotion is for students.
The annual Australian Bureau of Statistics (ABS) report on the number of schools, students and staff across Australia has been released. In this infographic, we look at some of the latest figures.
Feedback is an essential part of learning, especially when we want to improve our practice and attain high professional standards. And the best form of feedback is right there in front of us in our classrooms.
Findings from an evaluation of upper primary and middle school students’ science inquiry skills suggest there is room for improvement in implementing an inquiry-based teaching approach, at least in terms of students’ abilities to undertake scientific inquiry.