General

Most people would agree there is more to learning than performance on tests, but we need to formalise that definition to make sure it drives policy and practice, says Bernard Andrews

When we notice and act on pupils’ needs quickly, it can make a huge difference, says Anne Heavey, but teachers must have the right support to be able to do this well

A former deputy head explains how her ‘Pint for Mike’ campaign, launched in memory of her late husband, is encouraging more young people to donate blood

Pupils with SEND have far higher absence rates than those without. We need systemic change, not simply a focus on attendance, argues this headteacher

The curriculum and assessment review marks a subtle shift in how we understand the term ‘knowledge-rich’ that could have big implications for schools, writes Megan Dixon

Many schools have become reliant on tech to deliver lessons, but we need a more reflective approach if we are to avoid lost learning, says neuroscientist Jared Cooney Horvath in an exclusive extract from his new book

Trust-wide subject networks can be a powerful source of learning and support for staff, but only if common pitfalls are avoided, writes Tracy Goodyear

Interview lessons can make or break a new job opportunity so prepare thoroughly with these top tips

Without a clear curriculum, knowledge is forgotten, habits don’t shift and progress stalls – and this is just as true for teachers’ learning as it is for pupils’, writes Mark Enser

Warning pupils about the consequences of not putting effort into their studies can backfire, writes Mark Roberts, who shares some alternative approaches to motivate classes

Professor Nilli Lavie speaks to Tes about the science of attention, why teachers are reporting shorter attention spans and what that means for classroom learning

Spatial reasoning is an important skill that underpins many of the curriculum review’s recommendations for maths – yet it rarely gets the attention it deserves, writes Emily Farran