An Investigation of Personalised Learning Approaches used by Schools
This resource is a 2007 research report, undertaken by researchers from the University of Sussex, the University of Cambridge, and the London Institute of Education. The report was commissioned by the then DfES to investigate the approaches to personalised learning used by schools in England. The resource consists of an analysis of the current literature, an introduction to the methodological process, a survey of primary, secondary and special schools and Pupil Referral Units (PRUs), an analysis
Personalised Learning – A Practical Guide
This was launched by the DCSF in October 2008 to provide school leaders, School Improvement Partners and teachers with a guide showing how to implement key aspects of personalised learning. The guide makes substantial links to The Children’s Plan (DCSF, 2007) where the vision is of 21st century schools delivering excellent, personalised learning.
Winners of BERA/SAGE Practitioner Research Awards 2009 Announced
'Guidelines for new lecturers in Teacher Education' and 'A Virtual Learning Environment for Supporting Reading and Poetry' are the winning entries in the 2009 BERA/SAGE Practitioner Research Awards, which were announced at the annual British Educational Research Association (BERA) conference in Manchester on 5th September 2009. The awards recognise practitioners who have demonstrated excellence in the application of research in practice, both in a school setting and in a 16+ learning environment
Creating Effective Teaching and Learning Environments: First Results from TALIS
This report presents the first findings of an international, collaborative programme of TALIS (Teaching and Learning International Survey) reviews of education systems within OECD (Organisation for Economic Co-operation and Development) countries. Its focus is on the provision of lower secondary education in both the public and private spheres across the 23 participating countries. The initial remit embraces an investigation of the professional development of teachers, their practices, beliefs a
Sci-tutors: Out-of-School Learning
This article from the Sci-tutors website embraces the value of linking classroom learning meaningfully to out-of-school activity. From a teacher's perspective this may include setting homework, organising visits to museums, fieldwork, industrial/work placements, science clubs etc.
The "Oh, nothing much" report: The value of the after-school conversation
This report, commissioned by Becta to support its Next Generation Learning Campaign, is written by Professor Tanya Byron, a Consultant Clinical Psychologist specialising in child and adolescent mental health. It reports on an investigation into the role that successful communication between parent and child can have on raising attainment. It also considers the impact that technology can have in improving parent-child communication. The research surveyed 1000 children aged 7-14 years of age prima
The influence of context on attainment in primary school: interactions between children, family and
This resource is one of a series of research reports published by the Centre for Research on the Wider Benefits of Learning, Institute of Education, London. The report explores the influence of social and personal development which takes place in home and school environments, and how it may help influence children’s achievement. The report considers the relative importance of four different contexts, or ‘spheres of influence’ on pupil achievement in England at Key Stage 2 (age 10/11). The
Impact 2007: Personalising learning with technology
The Becta "Impact 2007: Personalising learning with technology" report draws upon responses from 450 teachers and 3,300 pupils in 67 primary and secondary schools. It establishes the connections between ICT e-maturity and school performance; it reports upon the teachers’ and pupils’ perceptions of personalising learning; it identifies aspects of personalised learning in action; and the role of VLEs in personalisation.
Teachers TV Progress in Maths Week
Teachers TV has a week of programmes (w/c 2 November) featuring ideas for innovative approaches to improving the teaching and learning of maths at primary and secondary level, with an emphasis on ensuring pupil progress.
Meeting their potential: the role of technology in overcoming disadvantage and disaffection in young
This review of evidence on how disadvantage and disaffection has impacted on young people's lives has been commissioned by Becta – a Government agency which has a remit to promote the effective and innovative use of information and communication technologies in teaching and learning. To this end, the review also considers what role ICT can play in raising young people’s aspirations and educational attainment. One of the Government's key aims is to narrow and close the gap in educational ach
ESOL in the post-compulsory learning and skills sector: an evaluation
This Ofsted survey evaluates the quality of provision of English for speakers of other languages (ESOL) offered in the post-compulsory learning and skills sector and reports on the programmes available to learners. It is the outcome of visits between September 2007 and March 2008 to 14 further education (FE) colleges, eight adult and community learning providers, five independent work-based learning providers, and one learndirect provider. In addition, the survey draws on the results of a survey
Every Child Matters - Newdale Campus
This is a 15 minute Teachers TV film showing how Newdale school has affiliated with a children’s centre and engaged the community in learning and development. The film is set in the school campus, and profiles a range of extended services from the perspectives of the service leaders and parents of children at the school.
Sci-tutors: Lesson Planning - Light KS1
Review of a Teachers TV programme taken from the Sci-tutors site, illustrated by a KS1 lesson with a learning outcome "light is needed for us to see". This is one of a series of examples of tutor-led sessions in which videoclips have been used. The session is for a group of Primary ITE student teachers looking specifically at lesson planning.
Improving primary teachers' subject knowledge across the curriculum
This report summarises the evidence from inspectors of Ofsted’s subject survey programme during 2007/8 on the quality of teaching across the primary curriculum in all subjects. It excludes English and mathematics, but includes religious education, PSHE and citizenship. It focuses on aspects of good practice in teaching these non-core subjects and identifies good subject knowledge as a key factor in securing effective teaching and learning.
Sci-tutors: Active Learning
This Sci-tutors article provides an insight into a constructivist approach to learning and teaching; the teacher is a very important facilitator of the learning process. A framework of learning through talking and doing, through reading and through writing is provided, together with suggestions for assignment activities for trainee teachers that could be adapted for use in particular contexts. In addition, there is a brief introduction to learning theory including the work of Ausubel and Bruner.
George Baines (1927-2009)
George Baines, who has died aged 82, was a pioneer, an idealist and an educational innovator; he was one of the generation of headteachers who led radical change in primary school education in the 1950s and 60s. George transformed the way primary pupils were taught and influenced the design of classrooms for a generation. Recent moves to increase personalised learning meant his work is again considered important.
Botanic Gardens as Environments for Learning
This is a report for teachers from a project looking at the educational opportunities offered by Botanic gardens. The work at King’s College London was funded by the National Science Foundation. The report provides background knowledge on why plants matter, on science concepts, on the roles of botanic gardens, on research on teaching about plants, and on types of visits and possible outcomes. Case studies show the variety of learning that pupils might gain from visits. The report ends with sug
14-19 Conference Follow-up - Diploma Development Partnerships Consultancy
Following on from the 14-19 Diploma ITT Conference held on 13th January 2010, the TDA are offering consultancy with Diploma Development Partnerships on individual lines of learning.
Music-ITE: Musical Pathways 14-19
This resource on the Music-ITE website sets out to help student teachers understand the current context and explore the different pathways available to young musicians aged 14-19. By helping them understand the background and context of reform as well as the range, content and structure of different qualifications, they will begin to get an angle on the implications for teaching and learning.
Music-ITE: Cross curricular teaching and learning at KS3
This resource on the Music-ITE website provides an example of a whole day session for Music and History students on an 11-18 PGCE programme which was devised to promote effective cross-curricular, collaborative teaching and learning.
