Curriculum

Research shows that nonsense wordplay can equip children with communication and coping skills, but should teachers embed nonsense beyond English lessons?

Teachers know that retrieval practice works for learning, so, Mark Enser asks, why is there hesitation around revisiting the same concepts in teacher development?

To improve outcomes, students need to be taught to produce high-quality academic writing, says Robin Hardman, as he shares his techniques to embed writing instruction in your classroom

Oracy is a great tool for helping all students to take an active role in teaching and learning, writes Megan McKenzie, as she shares the specific techniques she uses in her classroom to promote inclusivity

Sophisticated play is crucial for children’s later development and attainment, but the pandemic has resulted in many deferring to low-level play, warns Helen Pinnington. Here, she sets out how EYFS teachers could help resolve the issue

When primary teacher Sally Kawagoe was tasked with re-engaging Year 6 pupils, she turned to taiko drumming – and was amazed at the transformation

We know that homework can have an impact on learning, but what’s the best approach for setting it? Here two teachers go head to head

Children are more likely than ever to be affected by divorce – and yet it doesn’t feature in the new relationships and sex education guidance. Here, experts tell Kate Parker why teachers need to include divorce in their lessons – and what the best approach is

Research has shown that guided play can ‘sometimes’ be more effective than direct instruction, but is it really that straightforward? Helen Amass speaks to play researcher Elizabeth Byrne to find out more

Students’ passion for esports brings all sorts of benefits when it is harnessed by schools, says secondary teacher Emma Liston

While careers education is vital, it can take up a lot of teacher time. One college, however, leaves the lessons to artificial intelligence – and is reaping the rewards, finds Kate Parker

Having no pen and paper is no excuse for not teaching exam technique, says Hetty Steele – actually, it could be an advantage