ÌÇÐÄVlog

School staff have been on the front line throughout the Covid crisis yet the toll it has taken on them is often dismissed by those outside the profession

Teachers’ anger over the Scottish government’s back-to-school plans is one more chapter in the extraordinary story of the past year, writes Henry Hepburn

The cancellation of GCSE and A-level exams during the coronavirus pandemic was controversial, but it has also led many educators to question whether such exams are an outdated form of assessment. Two academy trust leaders go head to head on whether we should ditch end-of-year exams once and for all

How have those who work in education coped during the Covid pandemic? Researchers Kathryn Asbury and Lisa Kim recorded teachers’ experiences over the past year, including how staff dealt with the huge workload and what they thought of the constantly changing edicts from policymakers

While many children with additional needs have found the past year challenging, for some, the flexibility of remote learning has proved beneficial and should not simply be ditched when we get back to ‘normal’, says Heba Al-Jayoosi

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

The pandemic has taken its toll on school leaders, who have frequently been left to fill in the yawning gaps left by a government they no longer trust, says Vic Goddard

During the first lockdown, teachers had to pull remote learning solutions out of a hat, says Mark Enser. But, while it’s clear that no amount of digital wizardry can replicate the magic of the classroom, tools such as Zoom have transformed the way we think about pedagogy for good

Pit your wits against ÌÇÐÄVlog’ weekly general knowledge quiz

The Covid ‘stay at home’ rule has worked because most people have believed in it – and the same should apply for school behaviour rules, says Jarlath O’Brien

After 12 months of disruption, schools need to find out what progress students have made. But according to John Hattie and a group of researchers, traditional assessments are not the only way to go

Those who campaign for no exclusions claim to understand the system – so are they OK with a girl sharing space with her rapist, asks Amy Forrester