Reading schemes Attitudes
Reading schemes Attitudes I am about to embark on a research project in Key Stage One about the influence of reading schemes on children's attitudes and feelings towards reading and books in general. Part of my 4,000 word write-up will be about 1,200 words of literature which I will review. I have been searching Google Scholar and EBSCO for articles relating to reading schemes in particular, but do not seem to be able to find anything more relevant than discussions about the literacy hour and s
Mixed years I am a Scitt student doing a child study. I am interested in how mixed year classes affect children's learning, specifically Key Stage 2 year 3/4.
Science Mixed ability
Science Mixed ability I have a Key Stage 3 (year7) science class, which is mixed ability. Is their any research on the effects of such a diverse mix of abilities in science lessons and achievement and behaviour? Also any information on how grouping affects their learning in science would be helpful.
Design technology Gender
Design technology Gender I am looking for some research material. My assignment title is: An investigation into the learning difference between boys and girls in Design & Technology at Key Stage 3 & 4. I have found all the key stage information but need to find some data.
Geography Rivers I'm in my fourth year of university and am currently underway with my dissertation, which is looking at children's knowledge and understanding of rivers at lower and upper key stage 2, and the theorists involved. I've found some books on the subject from the university library. However, I'm struggling to find many journal articles relating to my work - I have found some but not many. Just wondering if you could point me in the right direction.
Islam Foundation stage
Islam Foundation stage Have you got any articles on teaching Islam in the Foundation Stage?
Literacy Information technology
I'm writing my dissertation on how the use of ICT can enhance and benefit the teaching of literacy in the primary school (key stage one and two) I’ve looked through your research bank and found a lot of positive journals and links that support this statement, but I need to find some contradicting arguments, can you help? I would list the journals I’ve found so far, but there are loads, these are just some that I’ve looked at and found very helpful… Net Library Developing the ICT capable
Mass-media Behaviour I am writing a dissertation on what effects the mass media (including film, TV, computer games etc) has on children, and whether this causes behaviour changes. I have been unable to find any journal articles on this topic area. I am looking at children in general, not a specific age range or key stage.
Evaluation of the School Fruit and Vegetable Pilot Scheme
This resource is the summary of a longer NFER research report which evaluated the School Fruit and Vegetable Scheme (SFVS), piloted in 500 schools in 2000 and 2001. Since 2004, this scheme has operated throughout England. Key findings show that the pilot scheme had an impact on children’s healthy eating during Key Stage 1 when free fruit was available, but this was not sustained during Key Stage 2 when children’s participation in the scheme came to an end.
KS2 Literacy - Boys' Writing 2
This is the second of two Teachers TV programmes exploring boys’ writing at Key Stage 2. Both feature the practice of one particular school, but, whereas the first is described as “Tips on getting boys to engage with literacy lessons”, this video is presented as an analysis of practice by experts.
PDAs and Webcams
This is a Teachers TV programme. The first half of the video relates to the use of a PDA and data logger in Key Stage 3 Science. The second half of the video relates to the use of cheap web-cams and free animation software (Monkey Jam) to make simple animations.
The Foundation Stage: A survey of 144 settings
Ofsted have published the findings of their survey into 144 Foundation Stage settings. The report found large variations in provision for children aged 3-5 and is particularly critical of standards in communication, language and literacy, transition links between maintained and non-maintained sectors and the gap in achievement between girls and boys.
This is a research summary from the National Teacher Research Panel, which reports on a project to teach science to Foundation Stage and KS1 children using a cross curricular approach through music.
KS1/2 Art - Investigating Materials
This is a 15 minute Teachers TV video case study. A Key Stage 1 teacher introduces and develops the theme of Materials with a year 1 Art and Design class. In active classroom excerpts, children’s comments and discussions with the Art co-ordinator, planning, resourcing, pupil assessment and key vocabulary are covered. The ‘Investigating Materials’ theme in Art is linked to a weaving project and with aspects of the science curriculum.
Making Great Progress – Schools with outstanding rates of progression in Key Stage 2
This is a DfES report that reflects the key characteristics of those primary schools that have secured outstanding rates of progression for all their pupils as measured by Key Stage 2 SATs scores. It is intended to be a practical resource to support other schools in strengthening their work around pupil progression.
NALDIC ITTSEAL: Managing EAL Secondary - Strategies around the Clock
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 Managing EAL Secondary - Strategies around the Clock. The programme shows a multilingual high school in Redbridge where 69% of pupils are learning EAL. The programme looks at two newly arrived pupils. Ibrahim struggles to read and write in his first language, Turkish, while Theebika has already got an A grade in GC
ITE English: Literacy at Foundation Stage and Key Stage 1
Materials from the Subject Resource Network for English on Literacy at Foundation Stage and Key Stage 1.
Making a successful transition to Year 1
This is an article from the NFER journal Practical Research for Education (PRE). It reports on research conducted by the DfES in 2004 which investigated the transition of children from the Foundation Stage to Year One. Part of a larger overall study, this particular research report includes the views of children, parents and teachers and presents the major findings from these three groups.
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.
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.