ÌÇÐÄVlog

Teachers are exhausted – but SQA results day 2021 could mark a big turning point, says secondary teacher Glen Fraser

The ‘gold standard’ of five Highers is a narrow and elitist benchmark of success and should not be used to pass judgement on a student’s achievements or those of their school, argues John Rutter

The TAGs system risks destroying the all-important trust between teachers and students, writes Jon Severs

When the 2021 GCSE and A-level exams were cancelled because of Covid, teachers were given the onerous task of grading their own students’ work. They spoke to the ÌÇÐÄVlog features team about their experiences

What should a teacher do if a student blames them for not getting the GCSE grade they think they deserve this year? ÌÇÐÄVlog rounds up advice for those preparing for that possibility

Studies show that school-age children are keen to understand more about money and its real-world applications, yet despite its introduction to the national curriculum in 2014, how and when financial education is taught remains inconsistent across the UK, with millions of students missing out on this vital aspect of learning, finds Christina Quaine

But students still want an end to ‘outdated’ exams – the replacement just has to be better than this year

It’s unacceptable that geography GCSE students are being penalised for decisions their teachers took a year ago, says Steve Brace

One of the knock-on effects of Brexit was that FE colleges were obliged to part ways with the EU’s very successful Erasmus+ student exchange programme. Its domestic replacement, the Turing scheme, is now under way, but how does it compare with the previous system? Chris Parr reports

Bring back food A level to help reverse decline in cooking skills and improve health, says National Food Strategy

If the Scottish government is serious about the OECD review’s recommendations, it is hard to see how the Scottish National Standardised Assessments can continue to play a key role in monitoring pupil performance, says Emma Seith

The history curriculum is so vast, says Emma Connolly, that not getting students up to speed with what will be on the GCSE paper is doing them a disservice