ÌÇÐÄVlog

While a basic, functional scientific literacy may prove useful to students in later life, Ian Abrahams questions whether it is desirable or practical for chemistry, physics and biology to be compulsory at GCSE

As professionals, we tend to shy away from talking politics at school. Yet, by ignoring the topic altogether, we leave students unprepared for an important and unavoidable aspect of adult life, says Nathan Burns. He shares his approach to exploring the subject in the classroom

Policymakers must resist the temptation to make a carbon copy of another nation’s ‘successful’ education methods, argues Christian Bokhove

The DfE finally publishes its model music curriculum after delaying for nearly two years

A-level classes are the dream for many teachers but a sudden switch from activity-based GCSE learning to university-style lectures can make the subject a struggle for you and your students, says Shabnam Ahmed

It can be difficult to put a finger on why some schools flourish, even in the face of adversity. For Alex Quigley, the answer lies in a collection of shared behaviours, policies and values

Children in alternative provision, who may already have missed some schooling, do not need to be told that they have lost another year because of the coronavirus, says Leanne Forde-Nassey

Politicians say students need to catch up on ‘lost learning’ after months of disruption to schools. ÌÇÐÄVlog asks six educationalists whether it is a useful expression to sum up the impact of the Covid-19 pandemic on education

In the early years, there is a danger that focusing too hard on catching up will put pressure on parents and undermine the family environment, warns Julian Grenier

NAHT says the national recovery effort is the ‘only game in town’ for schools and asks if they should be ‘distracted’ by curriculum-focused inspections

Homeschooling has ruthlessly exposed the fact that our curriculum is not fit for purpose, says the NEU’s Mary Bousted

Teachers should stop using flimsy arguments to justify subjects such as maths and English language to those who would prefer to see study rooted in the ‘real world’. Instead, we should be unapologetically clear about the intrinsic value of abstract ideas and ‘learning to think’, says Thomas Kent