General

DfE wants schools to launch tutoring ‘as soon as possible’ – but training for non-teachers not available until November

Ken Muir, the former chief executive of the General Teaching Council for Scotland who has a lead role in the SQA reforms, talks about his school days

Putting names to the sea of faces sitting in front of you at the start of the new term can be tricky but research suggests that the sooner you master them, the sooner your students will begin to learn, finds Irena Barker

After realising how demoralising form sessions can be when they lack purpose, Jude Hunton’s school decided to use them to prepare students for learning

It’s a field that offers us a chance to better understand the brain processes involved in learning, but further research is needed on the application of neuroscience in schools. Victoria Knowland and Cathy Rogers explain the potential it has for helping pupils with developmental disorders such as dyslexia and ADHD

Pit your wits against Tes’ weekly general knowledge quiz

After deciding to declutter his life during lockdown, Jamie Thom now wants to apply ‘minimalism’ to his teaching, arguing that it can not only improve teachers’ wellbeing but also student engagement

The number of teachers suffering from stress was increasing even before the pandemic – and the problem has almost certainly been exacerbated by Covid. Emma Seith looks at what needs to be done to ease the unmanageable pressure on staff

Studies show that referring to students by name builds trust and also improves engagement in learning, says Sarah Cunnane

The director of education and research at the Chartered College of Teaching recalls learning Latin in her lunch break and what it was like to work with her former English teacher, and reveals why she’s a big fan of Marcus Rashford

The Paralympian and presenter talks to Tes about swimming lessons, sociology and climate change

Strong subject knowledge is a key part of great teaching, and summer is an ideal time for teachers to reconnect with their specialisms. So, what can subject leads do to help their departments brush up on their skills and prepare for the challenges of ‘catch-up’? Tes spoke to subject associations and experts to find out