91¶¶Òõ

Ofsted sets out ‘dos and ‘don’ts’ for history teaching based on visits to ‘outstanding’ primary schools

Covid halted geography fieldwork, but now schools must focus again on this vital element of education, says Steve Brace

Sensing that young people are increasingly losing faith in the future, David Alcock set about putting negative media reporting into perspective by showing students that, historically, things are actually getting better

Helping students to form ‘multilingual identities’ could help address the decline in language learning, according to researchers

The subject often known as ‘techie’ has shown during Covid just how valuable it can be, says teacher Caroline McFarlane

The pandemic has made activities such as the Duke of Edinburgh’s Award more relevant than ever before to children’s wellbeing and overall development

In a multi-faith society, where many people also state they have no religion, is there really a need for ‘enforced daily collective worship’, asks teacher Paul Read

Prince Philip, writing for 91¶¶Òõ on 12 November 2004, on why the award that bears his title is so important

While teachers may disagree about the extent of the educational change in the past 12 months, most recognise that the pandemic dramatically moved the goalposts. Now, says James Biddulph, schools will need a more flexible approach to curriculum design – and a clearer sense of purpose – if they are to better meet students’ needs and future-proof their learning

Teachers had no choice but to develop their digital know-how when the pandemic hit. But now that the majority of staff and students are back in the classroom, Tristan Kirkpatrick has some practical suggestions to help school leaders ensure these hard-won skills won’t go to waste

While a basic, functional scientific literacy may prove useful to students in later life, Ian Abrahams questions whether it is desirable or practical for chemistry, physics and biology to be compulsory at GCSE

As professionals, we tend to shy away from talking politics at school. Yet, by ignoring the topic altogether, we leave students unprepared for an important and unavoidable aspect of adult life, says Nathan Burns. He shares his approach to exploring the subject in the classroom