Short articles

Building teacher expertise involves school leaders providing staff with opportunities to continuously improve their skills and practices. It also means leading by example. Principal Julie Perry is a firm believer in attending PD sessions alongside her staff.

'Some have interpreted Gonski’s proposal as requiring teachers to develop an individual learning plan for every student. This is impossible in practice.' The recent Gonski report calls for a new model of school education. This is a big call. What is this new model? Professor Geoff Masters AO discusses.

Staff at a school in a bushfire-sensitive area have teamed up with their local fire service to deliver a project encouraging students to find new ways to prepare for a natural disaster. Here, we speak to the Assistant Principal about the success of the program.

The Australian Sports Commission (ASC) released a report that found that 40 per cent of high school students in Australia have not participated in any organised sport in the past 12 months. Here, we look at what the report says may prevent students from being active.

The promotion of Aboriginal and Torres Strait Islander histories and cultures as a cross-curriculum priority provides both a challenge and an opportunity for teachers. Cathy Bow discusses how resources can be embedded into different contexts.

In this regular blog, Miss Chen will be sharing some of the F-2 resources she’s been using in her classroom, which are all available to download for free via the Little J & Big Cuz website. For today’s activity, her class identified Australia’s native animals.

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.

A review into the effects of starting school later in the day has found some promising results for teenagers struggling to get to school on time. Here we look at the research findings and we speak to a school in Australia that commences lessons at 10 am.

Teachers are often encouraged to take up opportunities to mark external exams or tests. There is extra money to be earned, but they are also often told that it is good professional development. But what do people mean when they say that, and what parts of your professional practice does marking help to develop?

Do you use ability grouping in your classroom? New research published in the Cambridge Journal of Education suggests this approach may be hindering those in the lower attainment groups because their self-confidence is likely to suffer.