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    <title><![CDATA[Australia - English]]></title>
    <link>https://www.teachermagazine.com/au_en/rss</link>
    <description><![CDATA[Australia - English RSS feed]]></description>
    <language>en-AU</language>
    <lastBuildDate>Fri, 15 May 2026 21:41:16 +1000</lastBuildDate>

                
            
                                  
                                
        
                
                        
         <itunes:explicit>no</itunes:explicit><itunes:subtitle>Australia - English RSS feed</itunes:subtitle><item>
              <title><![CDATA[Infographic: How schools can help with student worries]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/infographic-how-schools-can-help-with-student-worries</link>
              <pubDate>Fri, 15 May 2026 07:30:00 +1000</pubDate>
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                  <media:title><![CDATA[Infographic: How schools can help with student worries]]></media:title>
                                      <media:description><![CDATA[Infographic How schools can help with student worries]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Infographic-How-schools-can-help-with-student-worries.jpg" width="400"/>
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                  <media:title><![CDATA[Infographic: How schools can help with student worries]]></media:title>
                                      <media:description><![CDATA[Infographic How schools can help with student worries]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/Infographic-How-schools-can-help-with-student-worries.jpg" width="720"/>
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                                            <description><![CDATA[A 2025 survey of 400 school students across Australia in years 7-12 focused on the topic of wellbeing. This infographic shares some of the results related to students’ biggest worries and the top 10 areas where they believe that schools could help them.]]></description>
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              <title><![CDATA[Teacher’s Bookshelf: Building a relational school culture]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/teachers-bookshelf-building-a-relational-school-culture</link>
              <pubDate>Thu, 14 May 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/teachers-bookshelf-building-a-relational-school-culture</guid>

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                  <media:title><![CDATA[Teacher’s Bookshelf: Building a relational school culture]]></media:title>
                                      <media:description><![CDATA[‘Readiness is about helping staff move towards contribution – where doubts, barriers and practical concerns can be surfaced early and worked through together.’ ©fizkes/Shutterstock]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Teachers-Bookshelf-Building-a-relational-school-culture.jpg" width="400"/>
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                  <media:title><![CDATA[Teacher’s Bookshelf: Building a relational school culture]]></media:title>
                                      <media:description><![CDATA[‘Readiness is about helping staff move towards contribution – where doubts, barriers and practical concerns can be surfaced early and worked through together.’ ©fizkes/Shutterstock]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/Teachers-Bookshelf-Building-a-relational-school-culture.jpg" width="720"/>
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                                            <description><![CDATA[In ‘The Relational School: From Behaviour Management to Cultural Transformation’ Sue Chandler shares how schools can go from not only valuing relationships but actively supporting them. This abridged extract for Teacher readers is taken from a chapter discussing change fatigue and building staff readiness.]]></description>
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              <title><![CDATA[Classroom discussions – 5 structured routines to build student confidence]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/classroom-discussions-5-structured-routines-to-build-student-confidence</link>
              <pubDate>Wed, 13 May 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/classroom-discussions-5-structured-routines-to-build-student-confidence</guid>

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                  <media:title><![CDATA[Classroom discussions – 5 structured routines to build student confidence]]></media:title>
                                      <media:description><![CDATA[‘I’ve found that confidence in speaking does not emerge spontaneously – it is built through repeated, low-risk opportunities to participate.’©PeopleImages /Shutterstock]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Classroom-discussions-–-5-structured-routines-to-build-student-confidence.jpg" width="400"/>
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                  <media:title><![CDATA[Classroom discussions – 5 structured routines to build student confidence]]></media:title>
                                      <media:description><![CDATA[‘I’ve found that confidence in speaking does not emerge spontaneously – it is built through repeated, low-risk opportunities to participate.’©PeopleImages /Shutterstock]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/Classroom-discussions-–-5-structured-routines-to-build-student-confidence.jpg" width="720"/>
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                                            <description><![CDATA[‘In classrooms, silence is often interpreted as lack of ability or confidence. But in many cases, it reflects a lack of safe, structured opportunities to participate.’ In today’s reader submission, senior secondary teacher Manisha Pundir explores 5 structured classroom routines that she’s used to help build student confidence to participate in classroom discussions. ]]></description>
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              <title><![CDATA[Teacher professional learning – real-world lessons on financial literacy]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/teacher-professional-learning-real-world-lessons-on-financial-literacy</link>
              <pubDate>Mon, 11 May 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/teacher-professional-learning-real-world-lessons-on-financial-literacy</guid>

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                  <media:title><![CDATA[Teacher professional learning – real-world lessons on financial literacy]]></media:title>
                                      <media:description><![CDATA[Mathematics teachers Bianca Drum and Jazmin Nardelli from Marryatville High School in South Australia. Image supplied.]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/128986/Teacher-professional-learning.jpg" width="400"/>
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                  <media:title><![CDATA[Teacher professional learning – real-world lessons on financial literacy]]></media:title>
                                      <media:description><![CDATA[Mathematics teachers Bianca Drum and Jazmin Nardelli from Marryatville High School in South Australia. Image supplied.]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/128986/Teacher-professional-learning.jpg" width="720"/>
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                                            <description><![CDATA[Buy-now pay-later services, pocket money apps, online scams, gambling advertising and cryptocurrency are part of some students’ everyday lives. In today’s article, 2 mathematics teachers from Marryatville High School in South Australia share how they’ve applied some of their learning from a professional development partnership into their financial literacy electives for year 9 and 10. ]]></description>
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              <title><![CDATA[Infographic: What you love about secondary school teaching]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/infographic-what-you-love-about-secondary-school-teaching</link>
              <pubDate>Fri, 08 May 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/infographic-what-you-love-about-secondary-school-teaching</guid>

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                  <media:title><![CDATA[Infographic: What you love about secondary school teaching]]></media:title>
                                      <media:description><![CDATA[Infographic What you love about secondary teaching FINAL]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Infographic-What-you-love-about-secondary-teaching-FINAL.png" width="400"/>
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                  <media:title><![CDATA[Infographic: What you love about secondary school teaching]]></media:title>
                                      <media:description><![CDATA[Infographic What you love about secondary teaching FINAL]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/Infographic-What-you-love-about-secondary-teaching-FINAL.png" width="720"/>
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                                            <description><![CDATA[What do you love about teaching? In our annual reader survey, we ask you what you love about your role. Here, we share some responses we received from secondary school teachers.]]></description>
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              <title><![CDATA[School Improvement Episode 68: A people-focused professional learning program]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/school-improvement-episode-68-a-people-focused-professional-learning-program</link>
              <pubDate>Thu, 07 May 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/school-improvement-episode-68-a-people-focused-professional-learning-program</guid>

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                  <media:title><![CDATA[School Improvement Episode 68: A people-focused professional learning program]]></media:title>
                                      <media:description><![CDATA[©Monkey Business Images/Shutterstock]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/School-Improvement-Episode-68-People-focused-PL.jpg" width="400"/>
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                  <media:title><![CDATA[School Improvement Episode 68: A people-focused professional learning program]]></media:title>
                                      <media:description><![CDATA[©Monkey Business Images/Shutterstock]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/School-Improvement-Episode-68-People-focused-PL.jpg" width="720"/>
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                                            <description><![CDATA[In this episode of School Improvement, Dominique Beech is joined by teacher Gus Humphries who tells us all about the professional learning program he developed, Questions for Thinking (Q4T). Q4T allows teachers to investigate and develop an area of their practice through a confidential partnership. In our conversation, Gus expands on the program design and the impact it's having on staff and school culture. ]]></description>
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              <title><![CDATA[IELS 2025: Thriving at 5 – early childhood learning and development]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/iels-2025-thriving-at-5-early-childhood-learning-and-development</link>
              <pubDate>Wed, 06 May 2026 12:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/iels-2025-thriving-at-5-early-childhood-learning-and-development</guid>

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                  <media:title><![CDATA[IELS 2025: Thriving at 5 – early childhood learning and development]]></media:title>
                                      <media:description><![CDATA[@Rawpixel.com/Shutterstock]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/IELS-2025-early-childhood-and-development.jpg" width="400"/>
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                  <media:title><![CDATA[IELS 2025: Thriving at 5 – early childhood learning and development]]></media:title>
                                      <media:description><![CDATA[@Rawpixel.com/Shutterstock]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/IELS-2025-early-childhood-and-development.jpg" width="720"/>
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                                            <description><![CDATA[The results from the second cycle of the OECD’s Early Learning and Child Well-being Study (IELS 2025) have just been released. Here we share more about the focus and innovative assessment design of IELS, and an overview of the findings on how children are faring at the very start of their learning journeys.]]></description>
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              <title><![CDATA[Designing safe AI systems for education]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/designing-safe-ai-systems-for-education</link>
              <pubDate>Mon, 04 May 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/designing-safe-ai-systems-for-education</guid>

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                  <media:title><![CDATA[Designing safe AI systems for education]]></media:title>
                                      <media:description><![CDATA[‘Education is not only about acquiring knowledge; it is about learning how to interact with others…’ ©Hero Images Inc/Shutterstock]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Designing-safe-AI-systems-for-education.jpg" width="400"/>
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                  <media:title><![CDATA[Designing safe AI systems for education]]></media:title>
                                      <media:description><![CDATA[‘Education is not only about acquiring knowledge; it is about learning how to interact with others…’ ©Hero Images Inc/Shutterstock]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/Designing-safe-AI-systems-for-education.jpg" width="720"/>
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                                            <description><![CDATA[‘Learning does not happen when the machine does the thinking for you.’ With generative AI reshaping the educational landscape, Teacher columnist and OECD Director of Education and Skills Andreas Schleicher discusses the importance of guardrails, data protection and human judgement to ensure GenAI becomes a scaffold for learning, not a crutch.]]></description>
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              <title><![CDATA[Infographic: School uniforms as a barrier to physical activity]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/infographic-school-uniforms-as-a-barrier-to-physical-activity</link>
              <pubDate>Fri, 01 May 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/infographic-school-uniforms-as-a-barrier-to-physical-activity</guid>

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                  <media:title><![CDATA[Infographic: School uniforms as a barrier to physical activity]]></media:title>
                                      <media:description><![CDATA[Infographic Uniforms as a barrier to physical activity FINAL]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Infographic-Uniforms-as-a-barrier-to-physical-activity-FINAL.png" width="400"/>
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                  <media:title><![CDATA[Infographic: School uniforms as a barrier to physical activity]]></media:title>
                                      <media:description><![CDATA[Infographic Uniforms as a barrier to physical activity FINAL]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/Infographic-Uniforms-as-a-barrier-to-physical-activity-FINAL.png" width="720"/>
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                                            <description><![CDATA[Researchers from Ireland surveyed students to examine their views on the extent to which uniforms are a barrier to physical activity and physical education participation. Findings show over half see uniforms as a barrier and many had suggestions for how the uniform experience could be improved.]]></description>
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              <title><![CDATA[Teacher Staffroom Episode 75: Drawing on expertise in education]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/teacher-staffroom-episode-75-drawing-on-expertise-in-education</link>
              <pubDate>Thu, 30 Apr 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/teacher-staffroom-episode-75-drawing-on-expertise-in-education</guid>

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                  <media:title><![CDATA[Teacher Staffroom Episode 75: Drawing on expertise in education]]></media:title>
                                      <media:description><![CDATA[We work with experts across all areas of education who share their insights with Teacher readers. ©PureSolution/Shutterstock]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/April-2026-Teacher-staffroom.jpg" width="400"/>
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                  <media:title><![CDATA[Teacher Staffroom Episode 75: Drawing on expertise in education]]></media:title>
                                      <media:description><![CDATA[We work with experts across all areas of education who share their insights with Teacher readers. ©PureSolution/Shutterstock]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/April-2026-Teacher-staffroom.jpg" width="720"/>
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                                            <description><![CDATA[We are lucky to have the opportunity to work with experts across all areas of education. We interview these experts for articles, record podcasts with them, accept submissions they’ve written specifically for our readers, and share exclusive excerpts from their books. In today’s episode of Teacher Staffroom we’re going to run you through some of the highlights. ]]></description>
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              <title><![CDATA[PISA 2029: Media and AI Literacy – key concepts, curriculum links and competences]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/pisa-2029-media-and-ai-literacy-key-concepts-curriculum-links-and-competences</link>
              <pubDate>Wed, 29 Apr 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/pisa-2029-media-and-ai-literacy-key-concepts-curriculum-links-and-competences</guid>

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                  <media:title><![CDATA[PISA 2029: Media and AI Literacy – key concepts, curriculum links and competences]]></media:title>
                                      <media:description><![CDATA[The framework includes ideas for cross-curricular connecting activities, such as exploring in mathematics how algorithms target users based on data. ©Ao Zaa Studio/Shutterstock]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/PISA-2029-innovative-domain.jpg" width="400"/>
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                  <media:title><![CDATA[PISA 2029: Media and AI Literacy – key concepts, curriculum links and competences]]></media:title>
                                      <media:description><![CDATA[The framework includes ideas for cross-curricular connecting activities, such as exploring in mathematics how algorithms target users based on data. ©Ao Zaa Studio/Shutterstock]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/PISA-2029-innovative-domain.jpg" width="720"/>
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                                            <description><![CDATA[Media and Artificial Intelligence Literacy (MAIL) has been announced as the innovative domain for PISA 2029. The OECD has already released the first draft framework, offering an early understanding of how media literacy and AI literacy intersect and link to other curriculum areas, the key concepts and big ideas, and how to nurture the related competences.]]></description>
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              <title><![CDATA[Supporting student transitions – applying ‘back-to-school’ strategies every term]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/supporting-student-transitions-applying-back-to-school-strategies-every-term</link>
              <pubDate>Mon, 27 Apr 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/supporting-student-transitions-applying-back-to-school-strategies-every-term</guid>

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                  <media:title><![CDATA[Supporting student transitions – applying ‘back-to-school’ strategies every term]]></media:title>
                                      <media:description><![CDATA[A Vern Barnett School classroom. Image supplied.]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Supporting-student-transitions-every-term.jpg" width="400"/>
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                  <media:title><![CDATA[Supporting student transitions – applying ‘back-to-school’ strategies every term]]></media:title>
                                      <media:description><![CDATA[A Vern Barnett School classroom. Image supplied.]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/Supporting-student-transitions-every-term.jpg" width="720"/>
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                                            <description><![CDATA[Although often associated with a new school year, transitions occur throughout the school day and across each term. Anna Brady – principal at autism-specific school Aspect Vern Barnett School – shares how each term begins with a deliberate re‑establishment of routines, expectations and supports, and the positive impact on students.]]></description>
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              <title><![CDATA[An architectural lesson in seating arrangements]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/an-architectural-lesson-in-seating-arrangements</link>
              <pubDate>Fri, 24 Apr 2026 07:30:00 +1000</pubDate>
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                  <media:title><![CDATA[An architectural lesson in seating arrangements]]></media:title>
                                      <media:description><![CDATA[‘Seating is not just about where we sit, but how the built environment dictates our capacity to learn.’ ©Monkey Business Images/Shutterstock]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/An-architectural-lesson-in-seating-arrangements.jpg" width="400"/>
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                  <media:title><![CDATA[An architectural lesson in seating arrangements]]></media:title>
                                      <media:description><![CDATA[‘Seating is not just about where we sit, but how the built environment dictates our capacity to learn.’ ©Monkey Business Images/Shutterstock]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/An-architectural-lesson-in-seating-arrangements.jpg" width="720"/>
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                                            <description><![CDATA[‘Seating is not just about where we sit, but how the built environment dictates our capacity to learn.’ In today’s article, teacher and designer Andressa Bassani reviews 3 of the most common seating layouts educators use when the lesson requires whole-class instruction. ]]></description>
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              <title><![CDATA[The Research Files Episode 107: Professor Alex Bowers on types of school leadership and targeting professional development]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/the-research-files-episode-107-professor-alex-bowers-on-types-of-school-leadership-and-targeting-professional-development</link>
              <pubDate>Thu, 23 Apr 2026 08:00:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/the-research-files-episode-107-professor-alex-bowers-on-types-of-school-leadership-and-targeting-professional-development</guid>

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                  <media:title><![CDATA[The Research Files Episode 107: Professor Alex Bowers on types of school leadership and targeting professional development]]></media:title>
                                      <media:description><![CDATA[‘And so this is my goal with this kind of work – to use the data … to bring teachers and schools together across the walls of the schools.’ ©BearFotos/Shutterstock.]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Research-Files-Prof-Alex-Bowers_2026-04-23-001622_njxv.png" width="400"/>
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                                            <media:content height="513" medium="image" type="image/png" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform855x313/Research-Files-Prof-Alex-Bowers_2026-04-23-001622_njxv.png" width="855">
                  <media:title><![CDATA[The Research Files Episode 107: Professor Alex Bowers on types of school leadership and targeting professional development]]></media:title>
                                      <media:description><![CDATA[‘And so this is my goal with this kind of work – to use the data … to bring teachers and schools together across the walls of the schools.’ ©BearFotos/Shutterstock.]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/Research-Files-Prof-Alex-Bowers_2026-04-23-001622_njxv.png" width="720"/>
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                                            <description><![CDATA[Professor Alex Bowers from New York joins Dominique Beech to discuss his research into school leadership types and teacher professional development needs. The conversation covers the alignment of perceptions between teachers and principals regarding school leadership, his innovative idea for re-organising how we target professional development, and more. ]]></description>
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              <title><![CDATA[Social media age restrictions – early impact of reforms and teacher insights]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/social-media-age-restrictions-early-impact-of-reforms-and-teacher-insights</link>
              <pubDate>Wed, 22 Apr 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/social-media-age-restrictions-early-impact-of-reforms-and-teacher-insights</guid>

                                            <media:content height="400" isDefault="true" medium="image" type="image/jpeg" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Social-media-age-restrictions-–-early-impact-of-reforms.jpg" width="400">
                  <media:title><![CDATA[Social media age restrictions – early impact of reforms and teacher insights]]></media:title>
                                      <media:description><![CDATA[©Tada Images/Shutterstock]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Social-media-age-restrictions-–-early-impact-of-reforms.jpg" width="400"/>
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                                            <media:content height="513" medium="image" type="image/jpeg" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform855x313/Social-media-age-restrictions-–-early-impact-of-reforms.jpg" width="855">
                  <media:title><![CDATA[Social media age restrictions – early impact of reforms and teacher insights]]></media:title>
                                      <media:description><![CDATA[©Tada Images/Shutterstock]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/Social-media-age-restrictions-–-early-impact-of-reforms.jpg" width="720"/>
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                                            <description><![CDATA[Australia introduced social media age restrictions at the end of last year, sparking widespread global interest. The eSafety Commissioner has released an update on the first 3 months of implementation and in this article, we explore the early impact of the reforms, areas of good practice and concern, and insights from educators and parents.]]></description>
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              <title><![CDATA[Teacher’s Bookshelf: The Children We Leave Behind]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/teachers-bookshelf-the-children-we-leave-behind</link>
              <pubDate>Mon, 20 Apr 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/teachers-bookshelf-the-children-we-leave-behind</guid>

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                  <media:title><![CDATA[Teacher’s Bookshelf: The Children We Leave Behind]]></media:title>
                                      <media:description><![CDATA[©Pixel shot/Shutterstock]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Teachers-Bookshelf-The-children-we-leave-behind.jpg" width="400"/>
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                                            <media:content height="513" medium="image" type="image/jpeg" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform855x313/Teachers-Bookshelf-The-children-we-leave-behind.jpg" width="855">
                  <media:title><![CDATA[Teacher’s Bookshelf: The Children We Leave Behind]]></media:title>
                                      <media:description><![CDATA[©Pixel shot/Shutterstock]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/Teachers-Bookshelf-The-children-we-leave-behind.jpg" width="720"/>
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                                            <description><![CDATA[In this exclusive extract from his new book The Children We Leave Behind: How School Could Be Done Differently, former Australian Council for Educational Research CEO and Teacher columnist, Professor Geoff Masters AO shares details of the Fremantle Fast Track Program – an alternative, senior secondary education program in Western Australia.]]></description>
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              <title><![CDATA[Infographic: School-provided lunches]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/infographic-school-provided-lunches</link>
              <pubDate>Fri, 17 Apr 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/infographic-school-provided-lunches</guid>

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                  <media:title><![CDATA[Infographic: School-provided lunches]]></media:title>
                                      <media:description><![CDATA[Infographic School provided lunches FINAL]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Infographic-School-provided-lunches-FINAL.png" width="400"/>
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                  <media:title><![CDATA[Infographic: School-provided lunches]]></media:title>
                                      <media:description><![CDATA[Infographic School provided lunches FINAL]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/Infographic-School-provided-lunches-FINAL.png" width="720"/>
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                                            <description><![CDATA[A survey of almost 400 parents has assessed their interest and preferences in a school-provided meal offering for Australian primary schools. Respondents were asked about cost, nutrition and quality, environmental sustainability, access, menu options, and the school approach to food. Here are some of the findings.]]></description>
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              <title><![CDATA[The Research Files Episode 106: Unpacking effective supports for teacher and leader induction]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/the-research-files-episode-106-unpacking-effective-supports-for-teacher-and-leader-induction</link>
              <pubDate>Thu, 16 Apr 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/the-research-files-episode-106-unpacking-effective-supports-for-teacher-and-leader-induction</guid>

                                            <media:content height="400" isDefault="true" medium="image" type="image/jpeg" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Induction-for-teachers-and-school-leaders.jpg" width="400">
                  <media:title><![CDATA[The Research Files Episode 106: Unpacking effective supports for teacher and leader induction]]></media:title>
                                      <media:description><![CDATA[‘Induction and mentoring is about bringing your academic capability to life in the reality of a classroom.’ ©fizkes/Shutterstock]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Induction-for-teachers-and-school-leaders.jpg" width="400"/>
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                                            <media:content height="513" medium="image" type="image/jpeg" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform855x313/Induction-for-teachers-and-school-leaders.jpg" width="855">
                  <media:title><![CDATA[The Research Files Episode 106: Unpacking effective supports for teacher and leader induction]]></media:title>
                                      <media:description><![CDATA[‘Induction and mentoring is about bringing your academic capability to life in the reality of a classroom.’ ©fizkes/Shutterstock]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/Induction-for-teachers-and-school-leaders.jpg" width="720"/>
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                                            <description><![CDATA[‘Induction and mentoring is about bringing your academic capability to life in the reality of a classroom.’ In today’s podcast, CEO of AITSL Tim Bullard joins Teacher Deputy Editor Rebecca Vukovic to talk all about improving induction for both early career teachers and school leaders. ]]></description>
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              <title><![CDATA[Planning for learning in mathematics – a collaborative intentional effort]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/planning-for-learning-in-mathematics-a-collaborative-intentional-effort</link>
              <pubDate>Wed, 15 Apr 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/planning-for-learning-in-mathematics-a-collaborative-intentional-effort</guid>

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                  <media:title><![CDATA[Planning for learning in mathematics – a collaborative intentional effort]]></media:title>
                                      <media:description><![CDATA[When teachers plan together, they are pooling expertise to design their curriculum. © Monkey Business Images/Shutterstock]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Planning-for-learning-in-mathematics.jpg" width="400"/>
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                  <media:title><![CDATA[Planning for learning in mathematics – a collaborative intentional effort]]></media:title>
                                      <media:description><![CDATA[When teachers plan together, they are pooling expertise to design their curriculum. © Monkey Business Images/Shutterstock]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/Planning-for-learning-in-mathematics.jpg" width="720"/>
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                                            <description><![CDATA[In our latest reader submission, Dr Aylie Davidson, Lecturer in Mathematics Education at Deakin University, explains that planning for learning necessitates intellectual and collaborative effort, and outlines what an effective planning meeting for maths looks like in practice.]]></description>
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              <title><![CDATA[Agency in the age of AI: building foundational AI literacy for every child]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/agency-in-the-age-of-ai-building-foundational-ai-literacy-for-every-child</link>
              <pubDate>Mon, 13 Apr 2026 09:00:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/agency-in-the-age-of-ai-building-foundational-ai-literacy-for-every-child</guid>

                                            <media:content height="400" isDefault="true" medium="image" type="image/png" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/LEGO-StoryBoard-Feature-Image.png" width="400">
                  <media:title><![CDATA[Agency in the age of AI: building foundational AI literacy for every child]]></media:title>
                                      <media:description><![CDATA[Image supplied.]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/LEGO-StoryBoard-Feature-Image.png" width="400"/>
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                  <media:title><![CDATA[Agency in the age of AI: building foundational AI literacy for every child]]></media:title>
                                      <media:description><![CDATA[Image supplied.]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/LEGO-StoryBoard-Feature-Image.png" width="720"/>
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                                            <description><![CDATA[‘If we equip the next generation with the foundational literacies to understand how AI works, the creative confidence to build with it, and the critical judgement to know when and how it should be used, the possibilities are extraordinary.’ In this Q&A, Andrew Sliwinski, Vice President and Head of Product Experience at LEGO® Education, answers questions about computer science and artificial intelligence instruction in the classroom, and what we can do now to empower student agency in a changing world.]]></description>
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