Pedagogy and practice: teaching and learning in secondary schools unit 11: active engagement techniq
This 25 page unit includes a rationale for active engagement, the theory underpinning active engagement, and a series of practical activities to trial in any subject lesson. The unit encourages continuing professional development through reflective practice. The central claim in the unit is that pupils do not achieve in the short and long term because they are not actively involved in learning.
Learning 2016 – What it might be like
A one hour Teachers TV programme of the 2006 RSA Edward Boyle Memorial Lecture given by Professor Stephen Heppell delivered on 26th April 2006. The programme features an edited version of the presentation together with some of the subsequent questions and answers and a post-presentation discussion with a group of teachers. Professor Heppell, who has been described by the Guardian as "Europe's leading online education guru" (2004), outlines his views as to the way education could develop in this
The Key Stage 4 curriculum. Increased flexibility and work-related learning
This is a report of the second year of the Ofsted survey on how well schools and colleges are responding to changes in the Key Stage 4 curriculum, particularly work-related learning.
The Quality of Learning: Assessment Alternatives for Primary Education
This is a report that is part of a series of thirty research surveys being produced for the Primary Review. The report looks at why and how teachers assess children’s progress. The report then moves on to consider the assessment systems used in England, Scotland, Wales and Northern Ireland as well as New Zealand, Sweden and France. The systems in these countries are summarised and compared for their relative strengths. The report then evaluates the systems in respect of validity, reliabili
Learning and Teaching in Primary Schools: Processes and Contexts
May 16th saw the final three research surveys by the Cambridge-based Primary Review published. These three interim reports form part of thirty research surveys, commissioned by the Review team to be used as evidence for the final report. The Primary Review "reserves its own judgement" on any conclusions reached by the reports "pending its assessment of the full range of evidence".
Formative Assessment and Personalised Learning - Primary
This is a Teachers TV video, of 27 minutes duration developed by Bristol University’s Effective Lifelong Learning Inventory project (ELLI) in collaboration with Westbury Park Primary School. The school promotes an original and unique approach to personalised learning and formative assessment by using seven dimensions for effective teaching and learning: learning relationships, changing and learning, creativity, resilience, curiosity, meaning making and strategic awareness.
Providing learning opportunities for trainees
The resource is an informative and activities based workbook, to support school-based trainers in providing appropriate learning opportunities for trainees. This is a collation of materials used at training managers’ workshops to aid their understanding of how to improve initial teacher training (ITT) provision, which has been developed from the outcomes of a range of evidence, including small scale research conducted by the University of Birmingham for the TDA.
A systematic review of the effect of nutrition, diet and dietary change on learning, education and p
This is a systematic review of research into the effect of good nutrition on the behaviour, learning and performance of school-aged children. Conducted by the Centre for Food, Physical Activity and Obesity Research at the University of Teesside between November 2005 and April 2006, it was updated in June of that year.
ITE English: English and Behaviour for Learning
Materials from the Subject Resource Network for English on English and Behaviour for Learning. ‘Behaviour for Learning’ emerged from a review of theories of effective behaviour management which suggested that poor behaviour in schools does not occur in isolation. Student teachers at the beginning of their courses frequently express acute anxiety about whether they will be able to teach pupils anything, or whether they will simply spend the whole time controlling pupils’ behaviour. This res
Engaging parents in their children’s learning
This document reports the findings of a small-scale research study commissioned by the General Teaching Council (GTC) about parental experiences and views in relation to involvement and engagement with their children’s learning.
Secondary Assessment for Learning - Geography
A 15 minute video on Teachers TV on Assessment for Learning in Geography (with accompanying resources). The video shows a Geography teacher and her Head of Department in a London Secondary school working with their classes on developing their Assessment for Learning skills.
Language Learning at key stage 3: the impact of the KS3 Modern Foreign Languages Framework and chang
Produced by the DCSF, this research brief reports on interim findings from the first half of a two-year investigation undertaken by the University of Cambridge into the impact of the KS3 Framework for Modern Foreign Languages (MFL) and other initiatives on current provision and practice at KS3.
Personalised Learning and Pupil Data - Primary
This Teachers TV programme looks at the ways one school (Hexthorpe Primary School in Doncaster) is using pupil data as a key part of their work at a whole school, class and individual level. Various techniques to collect the data are also considered.
Play and Learning in Early Education: New Evidence
On Wednesday 12th November an event was held in the Jubilee Room of the House of Commons organised by TACTYC (Training, Advancement and Co-operation in Teaching Young Children) and the Vicky Hurst Trust, and hosted by Annette Brook MP. The purpose was to share new evidence concerning play and early education, which, as the invitation stated, is "an important aspect of children's lives which must feature substantially in the development of policy and practice".
Masters in Teaching and Learning: Making it work
This paper is the response from the Universities’ Council for the Education of Teachers (UCET) to the government announcement of the new Masters in Teaching and Learning (MTL) award for teachers. The MTL is be run for teachers in their first 5 years of service and later expanded to include all serving teachers. The paper shares publicly the UCET advice given to the Training and Development Agency (TDA) and the Department for Children, Schools and Families (DCSF).
Welcome to delegates at the Learning and Technology World Forum
A welcome to delegates from around the world attending this event in London from January 11th 2009
Challenge and change in further education: A Commentary by the Teaching and Learning Research Progra
This is a commentary focusing on a variety of research projects carried out within the Further Education (FE) sector. It is based on eighteen Teaching and Learning Research Programme (TLRP) investments in FE, and on the wide-ranging expertise of many well known practitioners and researchers.
TDA Standards case study: Promoting awareness of the opportunities for out-of-school learning
A case study charting the experiences of trainees on a secondary PGCE programme in information and communications technology, including the ways in which the provider tailored provision to promote awareness of the opportunities for out-of-school learning.
Report on Learning and Technology World Forum
The first ever Learning and Technology World Forum, 12-14 January 2009, was organised by Becta (the UK government's lead agency on supporting technology in education) on behalf of the Department for Innovation, Universities and Skills (DIUS) and the Department for Children, Schools and Families (DCSF).
TDA Standards case study: Thinking & Learning across the Curriculum: addressing new pedagogical appr
A case study charting the experiences of a trainee on a primary PGCE programme, including the ways in which in the provider tailored provision to focus trainees on thinking and learning across the curriculum.