Secondary

Humanities teacher Jack Dougall set 100 of his students the challenge of cheating on their homework with AI without being detected – and the results were shocking

Film has to ‘battle’ for curriculum time in schools, but teacher Fraser Johnston explains how this fight can be won – and why students react so strongly to the movies

There are always unknowns when taking up a new teaching job, writes Mark Enser, but keeping some simple maxims in mind can help to relieve the stress

The increased focus on improving reading in secondary schools can feel daunting, but our approach has had remarkable results, writes assistant headteacher Emily Walker-Nolan

When the dust has settled, how do leaders explore exam results to guide next steps? Trust CEO Peter Hughes offers a look into a complex process of questioning and listening

When discussing issues with student attendance, schools are often quick to highlight the links to exam performance – but the picture is more complex than it may seem, argues researcher John Jerrim

Every school should provide debating, says teacher Robbie McDonald, who has seen it fuel not only students’ confidence but also social mobility

GCSE results day can be as worrying for staff as it is for students – and heads of department need to support everyone while looking after themselves, too, says Laura May Rowlands

With teachers, students and policymakers across the country questioning the viability of the current assessment system, assessment expert Dylan Wiliam talks to Tes about what he thinks the alternative should be

Behaviour challenges in secondary schools have reached a point where even experienced teachers are losing confidence in their ability – but, actually, teacher skills are not the issue, argues Peter Caspall

Internal truancy – students skipping lessons but remaining on school grounds – is an increasing problem in some schools. So what can be done about it? Behaviour lead Amy Forrester offers her advice

Traditional methods of marking in maths can miss students who are brilliant problem-solvers, says David Thomas, who suggests a new approach