General

Testing students on content they are yet to learn can improve learning – but teachers should use this approach with caution, says Alex Quigley

When it comes to behaviour, relationships must be at the heart of school policy, Mark Finnis tells Tes. Here, he explains how restorative practice embodies this ethos

Knowledge underpins the English approach to education, and the government believes it to be central to its levelling-up agenda. But do we actually know what a knowledge-rich curriculum is, and if it ‘works’? John Morgan investigates

Lesson hooks used to be common practice, but teachers are increasingly turning to retrieval practice to start their lessons. Here, two teachers go head to head about the impact lesson hooks can have...

The emergence of a one-size-fits-all approach to teacher training leaves children with SEND out in the cold, writes Margaret Mulholland

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

Research shows that low-level disruption has a detrimental impact on teaching and learning, but what approach works best when it comes to a chatty class? Here, two teachers share how they tackle it

Claims that education research is ‘poor’ are often unwarranted, but that doesn’t mean that teachers should trust everything they read, argues Christian Bokhove

Children who struggle with reading benefit from specialist support – so why aren’t we upskilling more teachers, asks Megan Dixon

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

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

As the DfE asks for views on its new behaviour guidance, Amy Forrester digs through the detail to find out what it really means for classroom practice