Authors

There is a difference between work being completed and learning occurring, argues Mark Enser

Mark Enser is a dungeon master and head of department – and the roles share more parallels than you might think, he says

As Ofsted emphasises the importance of disciplinary knowledge, Mark Enser warns that substantive knowledge is still key

Booklets are growing in popularity – but there’s a risk they’ll become the curriculum, rather than a tool to support it, writes Mark Enser

What makes an effective continuing professional development Inset day? The clue is in the name, says Mark Enser

A new report from the Education Endowment Foundation on cognitive science makes welcome reading – Mark Enser explains why