Curriculum

The subject often known as ‘techie’ has shown during Covid just how valuable it can be, says teacher Caroline McFarlane

The pandemic has made activities such as the Duke of Edinburgh’s Award more relevant than ever before to children’s wellbeing and overall development

In a multi-faith society, where many people also state they have no religion, is there really a need for ‘enforced daily collective worship’, asks teacher Paul Read

Prince Philip, writing for Tes on 12 November 2004, on why the award that bears his title is so important

While teachers may disagree about the extent of the educational change in the past 12 months, most recognise that the pandemic dramatically moved the goalposts. Now, says James Biddulph, schools will need a more flexible approach to curriculum design – and a clearer sense of purpose – if they are to better meet students’ needs and future-proof their learning

Teachers had no choice but to develop their digital know-how when the pandemic hit. But now that the majority of staff and students are back in the classroom, Tristan Kirkpatrick has some practical suggestions to help school leaders ensure these hard-won skills won’t go to waste

While a basic, functional scientific literacy may prove useful to students in later life, Ian Abrahams questions whether it is desirable or practical for chemistry, physics and biology to be compulsory at GCSE

As professionals, we tend to shy away from talking politics at school. Yet, by ignoring the topic altogether, we leave students unprepared for an important and unavoidable aspect of adult life, says Nathan Burns. He shares his approach to exploring the subject in the classroom

Policymakers must resist the temptation to make a carbon copy of another nation’s ‘successful’ education methods, argues Christian Bokhove

The DfE finally publishes its model music curriculum after delaying for nearly two years

A-level classes are the dream for many teachers but a sudden switch from activity-based GCSE learning to university-style lectures can make the subject a struggle for you and your students, says Shabnam Ahmed

It can be difficult to put a finger on why some schools flourish, even in the face of adversity. For Alex Quigley, the answer lies in a collection of shared behaviours, policies and values