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The CEO of Thinking Schools Academy Trust outlines why he believes a curriculum and assessment review has come along at just the right time

From August access to desktop versions of Microsoft apps like Word and Outlook will end via schools’ intranet Glow – here’s what it means for teachers and school leaders

While there are external factors that contribute to staff retention, there are elements that the sector should identify and control itself, argues Leora Cruddas

Maths isn’t something for anti-social undateables – the subject is, in fact, a lot more popular than we are led to believe, explains David Thomas

The increasing demands on teachers make it essential to look again at how everyone in the profession is kept safe and well, says Catherine Lawson

A lawyer explains why new proposals to widen the Teaching Regulation Agency’s powers make “good sense” to help close gaps in its current remit

In the second of two articles, Lucy Crehan identifies flaws in the curricular approaches of Wales, Scotland and New Zealand – and suggests how teachers can resolve them

New DfE projections on the decline in the pupil population offer some hope to schools worried about the impact on their funding. But where did these extra children come from?

Today’s school leavers may be more inclined to pursue teaching than the previous generation, research shows – so the government has a chance at solving staff shortages, says NFER’s Dawson McLean

The link between high deprivation and low educational attainment remains as big a challenge as 25 years ago, says Gareth Evans. So how can Wales bring about real change?

As part of any review of curriculum there are a number of key questions and areas of concern that should be considered according to the world’s leading thinkers on the issue

The chief executive of the National Institute of Teaching explains why a project to better understand which professional development skills have the biggest classroom impact is needed now more than ever