Curriculum

If you suddenly find you’ve been timetabled to teach subjects that you know little about, don’t panic – Cathy Brownjohn, a veteran of being thrown into other people’s specialisms, has some advice to make the experience less daunting – and even enjoyable

After all the disruption of Covid in 2020-21, the Tes team has been looking at what subject leads are doing to help colleagues brush up on their skills and prepare for the challenges of getting back on track in this school year. They spoke to subject associations and subject experts from around the UK to find out

From 3D maps to mobile apps, edtech is accelerating learning and making the subject more investigative, says teacher Jacquie Black

In this week’s Tes magazine, the University of Oxford professor of mindfulness says schools must embed wellbeing in ‘every fabric’ of the school day, but admits staff can only do so much

A pioneering school made out of bamboo in the middle of a jungle in Indonesia aims to show the world how a focus on environmental sustainability improves pupil wellbeing, writes Molly Bolding

Research shows that narrative-led writing is easier to understand – and to recall – than non-fiction, which is why Alex Quigley believes a good yarn should form part of every teacher’s repertoire

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

A failure to specify exactly what it is we want students to learn is holding them back, says Bruce Robertson, who would like schools to ‘unpack’ the curriculum, ditching vague statements of intent for concrete examples of what teachers need to cover for every subject

Breaktimes are being squeezed out of the school day as schools try to find more time for learning, while evidence suggests the playground was already being under-utilised. This is starting to have a hugely negative impact on academic and wellbeing outcomes for pupils, so what needs to change? Grainne Hallahan investigates

Many children worry about spelling and it’s an issue that some schools are unwittingly exacerbating by sending home lists of words for them to learn. So, what should teachers be doing instead to build their students’ confidence? Zofia Niemtus finds out

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