Authors

Learning is an invisible process – but if we teach a curriculum that is worth learning, it should happen, says Mark Enser 

Curriculum sequencing helps to avoid teaching topics in silos – and here’s how to do it, says Mark Enser

There is a difference between work being completed and learning occurring, argues Mark Enser

Mark Enser is a dungeon master and head of department – and the roles share more parallels than you might think, he says

As Ofsted emphasises the importance of disciplinary knowledge, Mark Enser warns that substantive knowledge is still key

Booklets are growing in popularity – but there’s a risk they’ll become the curriculum, rather than a tool to support it, writes Mark Enser