A Systematic Review of the Research Literature on the Use of Phonics in the Teaching of Reading and
This is a systematic review of experimental research on the use of phonics instruction in the teaching of reading and spelling commissioned by the Department for Education and Skills. It is based on evidence from randomised control trials, only one of which was UK based. The children studied were mostly between five and seven years of age and all studies were concerned with the initial teaching of reading and in some cases, spelling.
The development of pupils' reading comprehension skills during the first six school years
This paper is a summary of the author’s research into children’s development of comprehension skills across the first six years of their schooling in Finland. It begins with a very helpful overview of research which considers the nature of comprehension and presents some of the findings of this longitudinal study of primary school children from a baseline assessment conducted when they began first grade, aged 6 or 7 years and tested at different times during the next five years.
TDA Standards case study: Planning for Creativity in the Curriculum of Initial Teacher Education Pro
A case study charting the experiences of trainees on initial teacher training programmes, including the ways in which the provider tailored provision to support trainees in developing creative lesson planning skills.
Leading Sustainable Schools
The research document produced for NCSL looks into sustainability in schools, how these schools are being lead in a successful sustainable manner and the barriers that can prevent success. This document attempts to consider the issue of leadership for sustainability within the context of the wide spread changes in the English education system including buildings and grounds, curriculum and assessment, the relationship between schools and their local communities, the merging of education and chi
ICT and attainment: A review of the research literature
The resource is a pdf document, available from Becta’s archives. It is the result of a DfES and Becta funded project to produce a summary of the literature available on ICT and attainment, nationally and internationally, both in primary and secondary schools. The resource was published in 2003. It is one of a pair, undertaken by the same team at King’s college, London and is number 17 in the DfES series of reports ‘ICT in Schools Research and Evaluation Series’.
Your course might not include any maths or technical content but, at some point during your studies, it’s likely that you’ll come across information represented in charts, graphs and tables. You’ll be expected to know how to interpret this information, and possibly encouraged to present your own findings in this way. This unit will help you to develop the skills you need to do this, and gain the confidence to use them. This unit can be used in conjunction with, and builds on the ‘Working
Lost in Transition: Three Years On
The report follows up on the 2005 document on the treatment of young adult offenders in relation to the criminal justice system, 'Lost in Transition'. It details each recommendation and analyses the specific changes that have been made in actual government policies and the action that has been taken to address each issue. It relates to what extent these policies have been effective in dealing with the identified issues and what still remains to be done for some of the most vulnerable groups in s
Effective Provision for Gifted and Talented Students in Secondary Education
This resource is a guidance document written jointly by the National Academy for Gifted and Talented Youth (NAGTY) and the Department for Children, Schools and Families (DCSF). It is intended for all providers of education for 11 -19 year old students in England, who are “responsible for demonstrating a whole school approach to meeting the needs of the gifted and talented". This resource sets out for schools and colleges the general principles they can use to help them plan and deliver effecti
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
citizED: The MACI (Music, Art, Citizenship, ICT) Project – An example of a Cross Curricula Citizen
The MACI project is an example of a cross-curricular citizenship project. It challenges students to work in groups and over thirteen weeks to use citizenship, music, art and ICT to produce a video about ‘A problem in the school or community that concerns them most’. This word document includes the pupils' work book as well as briefing notes for teachers.
Being the best for our children: Releasing talent for teaching and learning
This is an information-giving document dated March 2008 from the Department of Children, Schools and Families. It presents the Government’s planned approaches towards developing the workforce in schools.
The Common Assessment Framework for children and young people: A guide for practitioners
This resource is a guide to the Common Assessment Framework (CAF) which has been designed to be used by all practitioners who work with children and young people. The CAF itself seeks to give a common approach for use by all children’s services and in all local areas to support with the identification of children’s needs. This resource offers guidance to indicate when a common assessment should be completed, and by whom, along with guidance on how a good assessment can be carried out. The do
Transforming the young people's workforce: 3rd annual conference
"Aiming High for Young People", the Government's ten-year strategy for young people, emphasises the need for a young people's workforce of skilled, knowledgable and trusted adults. This conference focused on how this workforce is developing as a result of initiatives to strengthen leadership and management, developing a common platform of skills and building capacity in the third (charity and voluntary) sector. It aimed to provide commentaries and expert analysis on these changes, as well as per
The New Primary Curriculum live on the QCDA website
The new Primary Curriculum went live on the QCDA website on 31st January 2010. In addition to information on the components of the framework, the site includes a video tour of the website itself, plus an interactive guide to the new curriculum, and seven video case studies focusing on different aspects of curriculum provision. The curriculum design tools include the opportunity to compare up to three areas of learning, in terms of different aspects, such as key skills, curriculum progression an
Mapping Education Research in the United Kingdom/The Social Organisation of Education Research in En
These two articles are from a European peer-reviewed education journal, European Educational Research Journal (2007). This particular issue maps education research in the UK. The first, Mapping Education Research in the United Kingdom, provides an introduction to the issue, relating the educational research in England, Northern Ireland, Scotland and Wales. The second, The Social Organisation of Educational Research in England, considers the “structural, historical and educational factors” wh
The Team Around the Child (TAC) and the lead professional: A guide for practitioners
This resource is a practitioner guide for anyone adopting the role of a lead professional for a child or young person, or anyone working in a team around a child or family. The guide sets out to describe the role, its functions, the skills and knowledge required, line management responsibilities, and gives examples of practice throughout.
Music-ITE: The role of talk in the music classroom: a resource for teacher education
This resource on the Music-ITE website suggests that while all discussion is a valuable part of learning in lessons, the quality of pupil responses are also important. Carefully steered, the teacher could develop pupils' critical thinking skills and prevent pupils in giving stereotypical answers which they think the teacher wants to hear!
International perspectives on quality in initial teacher education: An exploratory review of selecte
The resource is an information document, written by the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre), part of the Social Science Research Unit at the Institute of Education, University of London. The document presents an international overview of existing literature on the regulation and provision of initial teacher education (deriving mostly from three countries: the UK, USA and Australia), and detailing a comparative assessment of different approaches in
Peer- and Parent-Assisted Learning: in Reading, Writing, Spelling and Thinking Skills & in Maths, Sc
These articles were originally published as part of the Spotlights series of publications for practitioners by the Scottish Council for Research in Education (SCRE). They are provided as free downloads, by Practical Research for Education (PRE), the practitioner journal of the National Foundation for Educational Research (NFER). The articles offer an overview of evidence on the effectiveness of parent- or peer-assisted learning (PAL), focusing on the areas of literacy and related thinking skills
OER usage guidance OERs are learning and teaching materials that are freely available online for anyone to use, whether you are an educator, student, or self-learner. OERs are offered under a creative Commons Licence. This license determines how the learning resources can be used. OERs can take a variety forms: audio and video files, document downloads, forums, wikis, etc. OER development depends on you, th
Using and sharing our OERs
What are Open Education Resources (OERs)?
OERs are learning and teaching materials that are freely available online for anyone to use, whether you are an educator, student, or self-learner. OERs are offered under a creative Commons Licence. This license determines how the learning resources can be used. OERs can take a variety forms: audio and video files, document downloads, forums, wikis, etc.
OER development depends on you, th