ÌÇÐÄVlog

With the publication of a new genetic risk score for educational attainment, we are closer than ever to DNA data informing what happens in classrooms – but few are talking about how schools should respond, says Kathryn Asbury

Roma students need to see themselves represented in the curriculum, says principal Michelle Strong

Parents often refer to Ofsted judgements when choosing a school for their child – but research suggests this isn’t as helpful as many think, explains Christian Bokhove

In designing curricula for Oak National Academy, Emma McCrea says five guiding principles have been key

When implementing adaptive teaching, it’s important that teachers consider both proactive and reactive strategies, explains Julie Wharton

Formative assessment is ubiquitous in schools but, according to former primary teacher and researcher, Shirley Clarke, the concept has been widely misunderstood. Here, she speaks with Kate Parker to set the record straight

After recognising that many primary children struggle to solve arithmetic word problems, Gregory Macur designed his own game-based intervention. Here he explains how it works

Our children need to be able to formulate opinions and know how to disagree with people without falling out, says author and broadcaster Matthew Syed

Interleaving, teacher hand gestures, reflection and the use of laptops to take notes: science journalist Surendra Verma highlights key takeaways from recent education research

As schools struggled to overcome the post-Covid slump in student wellbeing, researcher Ros McLellan turned to international practice in search of solutions. Here’s what she found

Most agree that adaptive teaching is a positive step forward for inclusive teaching, but we need to agree on a definition and avoid lethal mutations for this to last, says Alex Quigley

Improving the quality of your teaching needs to start with self-reflection, says Kulvarn Atwal, as he describes an evidence-based framework that he’d urge every teacher to use