On 22 February, Melbourne Archdiocese Catholic Schools (MACS) launched its position statement, Vision for Instruction, outlining the goals, methods and processes for embedding a refreshed and system-wide approach to achieving teaching and learning excellence. Find out more in this article.

Excitement is growing across Australia for the fourth, biennial Trauma-Aware Education Conference to be held in Brisbane this year (Thursday 31 October to Saturday 2 November). Find out more in this article.

Developing children’s reading skills as they start primary school can often mean meeting children at a range of different levels. In this article, we speak with Dr Lexie Scherer who explains how the reader-response method can help teachers find that special ‘hook’ that can open a child up to the wonders of reading.

A Deakin University study delves into secondary school students’ reading habits and explores the prevalence of reading for pleasure amongst teenagers. In this infographic we share some of the findings.

Researchers from Edith Cowan University have recently highlighted the ongoing importance of explicitly teaching both handwriting and keyboarding skills to students, starting in the primary years. Dr Anabela Malpique joins Teacher editor Jo Earp to discuss findings of the meta-analysis and follow-up study, and tips for helping students become hybrid writers.

Learning to read is a complex task for children, and there are many evidence-based approaches to teaching children to read. So, how do children learn to read? How can teachers be most successful in reading instruction? We share five resources which seek to answer these questions.