General

Rather than prompting a free-for-all, dispensing with the hands-up approach can help to teach pupils the parameters of discussion etiquette, finds Deborah Jenkins

Can creativity be taught? Stephen Burley and Philip Seal believe it can – and have developed an evidence-based course that invites their students to generate ideas and solve real-world problems using a structured, knowledge-based approach

Instead of characterising autism and ADHD as disabilities, schools should take a more balanced approach, giving as much attention to what a student can do as what they can’t, says Margaret Mulholland

Pit your wits against Tes’ weekly general knowledge quiz

There is a pernicious verbal tic that ministers are using when discussing our route out of lockdown – and we can’t let them get away with erasing teachers from the conversation, writes Jon Severs

The head of education at Unison tells Kate Parker about why support staff are so fundamental

Ofsted claims disadvantaged pupils need to experience more culture – but ‘cultural capital’ is linked to economic capital, says Danielle Jones. So, given the hunger and inequality exposed by Covid, let’s not pretend that what poorer children are missing most is a trip to a museum

When exams were cancelled again this year, few people asked the really big question: should schools be ranking students at all? Jared Cooney Horvath and David Bott reflect on what they consider to be an unfortunate accident of the early education system – and a way to fix it

It’s said to be ‘what makes us so smart as a species’ and a key factor in children’s rapid pace of learning, so how do we best harness the analogy’s pedagogical power? John Morgan finds out

Whether they’ve been learning from home or in school, pupils with special educational needs could find the full reopening challenging

Clubhouse is the new social media hotspot for teachers to chat and socialise. How does it work? Our guide explains all

If it’s the high-impact, low-effort pedagogical ideas that work the best, then why, asks David McGrath, do we waste hours creating flashy resources that complicate learning?