Fractions: difficult but crucial in mathematics learning
This resource highlights and discusses children’s common difficulties when learning about fractions. It provides details of the results of surveys which suggested that children have an intuitive understanding of fractions when they relate to division situations. This understanding was explored and used as a basis for a teaching programme which was found to support children’s further learning.
Learning to last - skills, sustainability and strategy
This publication (2002) seeks to encourage integration of sustainability principles and practices into all levels of post-16 learning. Learning to Last is a joint venture from the Learning and Skills Development Agency, Forum for the Future and the government's Sustainable Development Education Panel.
Emotional development Grouping
I am carrying out research for my literature review into the impact of grouping/setting on children's emotional and social development.(KS1/2) The information I have found mainly relates to the impact of ability groups on academic achievement, and one further reference which mentions the impact they have on children's self-esteem (The Social World of Children's Learning; Pollard, 1996). I have also found some general information on the role of the school in the child's social and emotional devel
1.4 Law, skills and learning outcomes This unit has a number of learning outcomes. In relation to a course of study, a learning outcome is simply something which you should be able to do (and to show that you can do) at the end of studying a particular unit. The learning outcomes are concerned with ability to demonstrate knowledge and understanding of company law, and also ability to demonstrate a range of skills, including use of IT, research and problem-solving. In addition to being listed at the beginning of the unit, th
This unit has a number of learning outcomes. In relation to a course of study, a learning outcome is simply something which you should be able to do (and to show that you can do) at the end of studying a particular unit. The learning outcomes are concerned with ability to demonstrate knowledge and understanding of company law, and also ability to demonstrate a range of skills, including use of IT, research and problem-solving.
In addition to being listed at the beginning of the unit, th
Report of the Teaching and Learning in 2020 Review Group
A major report on personalising teaching and learning was published on 4 January 2007. Launched by Ruth Kelly in March 2006, the Review Group was asked to present a strategic plan for the realisation by 2020 of its vision of personalised learning. The rather ingenious title, 2020 Vision, reflects the fact that children starting their schooling this year will have moved on to higher education, training or work by that year.
14-19 Education and Training: A Commentary by the Teaching and Learning Research Programme May 2006
This commentary is the product of a major Economic and Social Research Council funded project within the United Kingdom. It is the fourth in a series of TLRP commentaries and it aims to set out a vision for the future development of teaching and learning between now and 2020. The scope of the study encompasses issues across post-compulsory, school, HE, voluntary and work based contexts and as such provides material relevant to all 14-19 teachers, trainers and policy makers. The commentary draws
The impact of different modes of assessment on achievement and progress in the learning and skills s
This is a very thorough and comprehensive study into the impact of various assessment modes on achievement and progress in the learning and skills sector. Commissioned to conduct the investigation by the Learning and Skills Research Centre, City and Guilds and the University for Industry, the project team had access to a wide range of institutions in the sector in order to compare and contrast the assessment experiences of learners and to ascertain which assessment regimes work best in which con
Evaluation of Increased Flexibility for 14 to 16 Year Olds Programme: The Second Year
The resource is an evaluation report carried out by the National Foundation for Educational Research on behalf of the Department for Education and Skills into the second year of the Increased Flexibility Programme (IFP) for 14 to 16 Year Olds. Given the wider availability of vocational and work related learning options for 14-16 year olds since the relaxation of National Curriculum requirements at Key Stage 4, the research offers a valuable insight into the implications of this for young people,
Can listening to background music improve children’s behaviour and performance in mathematics?
This is a paper presented at the British Educational Research Association Conference, University of Warwick, 11-14 September 1997. The resource is a summary of two empirical studies designed to explore the effects of background music on children’s behaviour and their learning of mathematics.
Emerging Technologies for Learning (Volume 2)
Emerging Technologies for Learning is a report compiled by BECTA, the Government’s advisory body for technology in education, which considers how ‘emerging technologies’ might impact education in the medium term. This follow-up edition (Volume 2) complements an original document which was first published in March 2006. This is also downloadable from the above location but is not the focus of this review.
1.1.2 Quiz: Getting started
Learning online is one of the great advantages of information technology. This unit will help you establish a safe and comfortable working environment to ensure that your study time at the computer screen does not impact on your health. It also looks at the basic skills for online study, such as file management and installing software.
Secondary ICT - Personalised Learning with ICT 1: Managing Information and Content
A Teachers TV video lasting 15 minutes which examines two schools’ approaches to making use of ICT resources to support personalised learning. The first case study (Seven Kings High School) explores the school’s use of management data (attendance, records and reports) to track pupils’ progress and to support focused target setting. The second (Coopers Technology College) concentrates on the school’s use of its virtual learning environment (VLE) to provide detailed and personalised online
The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills
The Education and Inspections Act 2006, which established the new Ofsted, set out three overriding considerations for Ofsted 1) to promote improvement in the public services they inspect or regulate 2) to ensure that these services focus on the interests of the children, parents, adult learners and employers who use them 3) to see that these services are efficient and effective This is the first annual report undertaken within Ofsted's wider remit, and is intended to establish some form of b
Working on your own mathematics
This unit focuses on your initial encounters with research. It invites you to think about how perceptions of mathematics have influenced you in your prior learning, your teaching and the attitudes of learners.
Evaluation of Making the Difference leaflets
This is an evaluation report of 12 leaflets entitled “Making the Difference”, a series of leaflets and web based materials produced by the Scottish Executive. These leaflets aim to help parents become more involved to greater effect in their child’s education. The report was commissioned by the Scottish Executive. The leaflets are based on the premise that "Children do better when parents are actively involved in supporting their child’s learning. Parents who encourage their child to l
NALDIC ITTSEAL: KS1/2 English The Multilingual Classroom
This resource from the National Association for Language Development in the Curriculum (NALDIC) ITTSEAL features session notes for ITE educators to accompany the Teachers TV programme KS1/2 English The Multilingual Classroom. The programme shows teachers using a range of classroom techniques to teach the curriculum to EAL learners from Y2-Y6. Teaching strategies useful for pupils learning EAL include teacher modelling of oral and written English, peer modelling and the use of key visuals. Sessi
NALDIC ITTSEAL: Managing EAL Secondary - Plotting Progress
This National Association for Language Development in the Curriculum (NALDIC) ITTSEAL resource features session notes for ITE educators to accompany the Teachers TV programme Managing EAL Secondary - Plotting Progress. The programme shows a multilingual high school in Redbridge where 69% of pupils are learning EAL.
NALDIC ITTSEAL: Professional module: Working with other adults to support bilingual learners
A short professional development module for ITE providers, institutions and school based mentors which provides tutors with resources and suggestions for building student teachers’ professional attributes, skills and knowledge in order to work effectively to support the learning of bilingual pupils with colleagues in their particular contexts. The resource provides materials for a three hour session which can be used more flexibly in shorter time slots.
NALDIC ITTSEAL: Supporting bilingual children in the early years
A resource for initial teacher educators, school based mentors and other practitioners to introduce student practitioners to the needs of young bilingual children in the early years. This collection presents an overview of the complexities involved, examines play as a vehicle for learning in general and especially for learning a new language, and highlights the critical role of monolingual and bilingual practitioners in young children’s additional language development.
The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and A
This resource is a literature review of a wide range of reliable research evidence relating to the relationship between parenting/parents’ involvement in schools and pupil engagement and achievement. The review investigated the impact of support provided for parents, learning in the family context and parents’ level of education. The authors identified two key areas addressed by the research: how and why parents get involved with their children’s education in a spontaneous way and evaluati