General

Group work can be powerful, but it has a time and a place – in particular, you need to consider the prior knowledge of pupils, says Beth Budden

Pupil voice is too often left out of key policy decisions made on behalf of children – but that needs to change, says Megan Dixon

A noisy home environment affects the attention span of one-year-olds, research shows – so does noise in the classroom impact on learning? Professor Sam Wass thinks so. Here, he explains why

Multi-agency support for pupils is failing due to rising demand, underfunding and a lack of collaboration. But a number of new initiatives are offering schools the chance to be part of a solution that joins the dots of support around a child

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