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Schools need to shift their focus from teaching strategies to the impact of learning, says John Hattie as he explains how teachers can do this in practice

As teachers report a rise in pupils presenting with attention deficit hyperactivity disorder, schools have been left to do their best to support these children with limited resources and expertise. Kate Parker investigates the increase in cases and the reasons behind it

An intervention aimed at improving children’s speech and language skills is helping to close York’s disadvantage gap, finds Kate Parker

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

In recent years, there’s been a push to decolonise the English, history and arts curriculum in schools – and according to one researcher, it’s now time to put science under the microscope

After becoming fed up with spending hours marking her students’ work, Rachael Chong developed her own edtech feedback tool. Here, she explains how it works