91¶¶Òõ

Teachers can’t avoid conversations about Ukraine, but they can approach them calmly and honestly, one child psychologist tells 91¶¶Òõ

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

Introducing workshopping into key stage 3 English lessons has been transformational, says Katie Packman – as she shares how to reap the benefits

A focus on facts means we may have created a generation unprepared for the modern world, say Tim Brighouse and Mick Waters

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

Five years ago, South Shore Academy in Blackpool set out to boost reading and writing levels across the school – and today, students receive up to four interventions on literacy at any one time. Here, Kate Parker discovers how it works

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...

Sex education will only be effective if we remove the shame around talking about sex and sexuality, Dr Sophie King-Hill tells 91¶¶Òõ as she discusses her research into the sexual behaviours of teenagers

Research shows that nonsense wordplay can equip children with communication and coping skills, but should teachers embed nonsense beyond English lessons?

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

To improve outcomes, students need to be taught to produce high-quality academic writing, says Robin Hardman, as he shares his techniques to embed writing instruction in your classroom

Oracy is a great tool for helping all students to take an active role in teaching and learning, writes Megan McKenzie, as she shares the specific techniques she uses in her classroom to promote inclusivity