The IB makes teaching better – more should try it Robert Harrison argues that the IB offers schools and teachers a richer experience than the static and repeptitive national curriculum
How to get the true measure of wellbeing interventions Anna Smee offers guidance on how to ensure increasingly necessary wellbeing measures have the desired impact
We will not forget Ruth – and we will not let Ofsted forget her The inspectorate’s response shows a complete lack of introspection and humility, says Edmund Barnett-Ward
ITT: Which is the odd one out? The deeply flawed ITT reforms are a threat to sustainable teacher supply for purely ideological purposes, writes David Spendlove
The stereotype that could be feeding exam anxiety The ‘snowflake’ stereotype is damaging and unjustified, but a more pervasive idea may be perpetuating exam anxiety, says Stephen Caldwell
Five research findings that improved our knowledge this year JL Dutaut picks out key insights from this year’s Schools Week research column, The Knowledge
Saved by the bell – but exam reliability questions won’t go away Ministers and regulators will eventually have to answer to the pressing issue of exam grade reliability, writes Dennis Sherwood
The long shadow of Covid still hangs over exams Examiners, admissions officers and commentators would do well to remember the disruption of the past few years when 2023 exam results are published, says Neil Renton
Tutoring take-up should ring alarm bells for long-term sustainability We are a long way from the tipping point where tutoring becomes business as usual, everywhere, writes Nick Brook