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Teaching Emotive and Controversial History 3-19
This is a 46 page report commissioned by the Department for Education and Skills and undertaken by The Historical Association to provide guidance and advice to history teachers on how to approach the teaching of emotive and controversial issues. The report was written by eight eminent and experienced history teacher educators and, as well as a general overview, there is guidance and advice focused on particular age groups.
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Working on improving your problem-solving skills
This unit focuses on higher level skills. Skills development is complementary to other learning – it cannot be done in isolation. The higher level skills in this material aim to raise your awareness of the processes of learning and development – other subject-based material must supply the context and motivation for this. Key skills underpin the ability to carry out successfully, and improve on, a wide range of tasks in higher education, employment and wherever there is a continuation of le
Author(s): The Open University

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Evaluation of the Young Apprenticeships programme
This report, published by Ofsted, evaluates the effectiveness of the Young Apprenticeships programme from its introduction in September 2004 to 2006/07. The programme was launched by the then Department for Education and Skills (DfES) in September 2004, in order to allow school-based students of average or above average ability at Key Stage 4 to study for nationally recognised vocational qualifications two days per week, delivered by their local Young Apprenticeships partnership.
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Monitoring progress
This unit focuses on higher level skills. Skills development is complementary to other learning – it cannot be done in isolation. The higher level skills in this material aim to raise your awareness of the processes of learning and development – other subject-based material must supply the context and motivation for this. Key skills underpin the ability to carry out successfully, and improve on, a wide range of tasks in higher education, employment and wherever there is a continuation of le
Author(s): The Open University

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7.1 Evidence required
Working effectively with other people in a group or a team is a skill valued highly by community and educational organisations, as well as employers. Working in a group is about communicating effectively, contributing ideas, listening and receiving feedback, and leading or following as appropriate. Developing your skills means thinking about and planning the tasks the group needs to do, negotiating with others to develop shared goals and purpose, collaborating to achieve agreed results and then
Author(s): The Open University

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3 Key skills assessment units
Working effectively with other people in a group or a team is a skill valued highly by community and educational organisations, as well as employers. Working in a group is about communicating effectively, contributing ideas, listening and receiving feedback, and leading or following as appropriate. Developing your skills means thinking about and planning the tasks the group needs to do, negotiating with others to develop shared goals and purpose, collaborating to achieve agreed results and then
Author(s): The Open University

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citizED: Thinking Skills in the Citizenship Classroom
A set of thinking skills posters on the citizED website, designed by a secondary teacher to be used by pupils to help extend their citizenship skills. The posters come with ideas for use, including lesson plans, schemes of work and examples of pupil work.
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Q16: the professional skills tests in numeracy, literacy and information and communications technolo
From September 2008, all relevant skills tests must be successfully completed by trainees before QTS can be awarded. The TDA has put together the attached text to provide some background to the tests, and information about recent changes to the format, and disability arrangements.
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Effective Teaching of Inference Skills for Reading
This is a literature review written by the National Foundation for Educational Research (NFER) and commissioned by the Department for Children, Schools and Families (DCSF). The review focuses on four main questions: Are there different skills within inference?; How can pupils be best taught to use inference skills?; What strategies are most effective in teaching inference skills?; and What does progression in inference and deduction look like? The key finding of the report states that the "abili
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Ensuring the Best Start in Life: Targeting versus Universality in Early Childhood Development
This is a research paper published by the Institute for Research on Public Policy – an independent Canadian national non-profit organisation. This report identifies the strategies for enhancing the development of vulnerable children in Canada and focusing on early intervention programmes. The report explores four policy issues influencing early childhood education centres in Canada. The report is supplemented by American findings of initiatives involved in providing early childhood care.
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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).
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NALDIC ITTSEAL: Making Maths curriculum more accessible: Strategies for children learning EAL
There are certain activities especially those relating to vocabulary associated with abstract concepts (e.g. problem solving) that some pupils learning EAL find challenging. We also know that all children develop their mathematical skills more when involved in inclusive collaborative activities, especially those that invite active participation. The key aim in this short guidance is to explore the role of children’s first languages in developing their understanding of abstract mathematical con
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TDA E-Learning Grant Reports Round Two: Cornwall SCITT
This is a report for a TDA funded project, based at the Cornwall SCITT, focusing on the development and impact of e-learning on ITE provision. This project focused on enhancing the routine use of school-centred ICT learning tools.
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TDA Standards case study: Communicating and working with others
A case study charting the experiences of trainees on a primary undergraduate programme, including the ways in which the provider tailored provision to embed development of trainees' collaboration and communication skills.
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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.
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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.
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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.
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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
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7.4 Spread
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
Author(s): The Open University

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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
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