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,
Thinking skills in the early years: A literature review
The focus of this resource concerns the thinking skills specific to the early years of schooling.. The resource reports on the answers to three research questions and 1. Explores the pedagogical approaches currently used to develop generic thinking skills for three to seven year old children; 2. Identifies the demonstrable generic thinking skills of three to seven year old children; 3. Examines the relationship between the thinking capacities of young children and the pedagogical approache
Promoting group talk and higher-order thinking in pupils by coaching secondary English trainee teach
The aim of the project was to investigate whether the quality of pupils’ group talk and higher-order thinking at KS3 could be developed by giving additional training and coaching to a group of self-selected trainees. The project aimed to develop the trainees’ skills in planning challenging tasks for pupils’ group talk in English; and in promoting effective talk through the use of pupil ‘ground-rules’ and varied teacher discourse strategies, drawn from research and the participants’ p
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.
Modelling with first order differential equations
This unit lays the foundation of Newtonian mechanics and in particular the procedure for solving dynamics problems. The preresquisite skills needed for this unit are the ability to solve first and second-order differential equations, a knowledge of vectors, and an understanding of the concept of a force
Modelling pollution in the Great Lakes: a review
This is the fifth and final unit in the MSXR209 series on mathematical modelling. In this unit we revisit the model developed in the first unit of this series on pollution in the Great Lakes of North America. Here we evaluate and revise the original model by comparing its predictions against data from the lakes before finally reflecting on the techniques used. This unit assumes you have studied Modelling pollution in the Great Lakes (MSXR209_1), Analysing skid marks (MSXR209_2), Developing model
Aims and Values in Primary Education: national and international perspectives
The Primary Review published its most recent research surveys on 18th January 2008. These are interim reports, part of the thirty research surveys commissioned by the Review as evidence and drawn from more than 280 published sources. They ‘offer historical, contemporary and international perspectives on the question of what in a fast-changing and uncertain world the central aims of England's system of primary education should be, and by what values that system might be underpinned'.
Austrian Christmas Traditions
Austrian Christmas traditions involve many unique holiday activities.
Developing Children’s Skills in Mathematical Explanation
This is an article, written in 2001, which explores the extent to which it may be possible to teach, explicitly, the skills of explanation to primary pupils. It considers the impact of direct teaching on the pupils’ written mathematical work.
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.
TDA Standards Case Study: Support for QTS Skills Tests
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 passing the professional skills tests.
8 Technical glossary
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
3.1 Claims about crime Definitions beg questions. So do social narratives and stories. Again, we need, as social scientists, to begin with an analytical task. What are the key claims that are being made in the common-sense story of the problem of crime? What are the core arguments that hold the whole thing together? There are a number of these, but two seem to be particularly important.
Claim 1: UK society in the immediate Getting Going: generating, shaping and developing ideas in writing Planning for change: the impact of the new Key Stage 3 curriculum Lessons from History Trends in Research on Teaching and Learning in Schools: didactics meets classroom studies Building a Business: Intellectual Property Building a Business: Negotiation Skills
This DCSF document takes the format of two separate sections. The first section, written by leading English specialist Richard Andrews (then Professor of Education at the University of York), is in the form of a literature review and discusses some of the problems and challenges concerning children’s writing development, how this could be addressed by a focus on the productive skills of speaking and writing, and the pedagogical implications. He discusses how, by shifting writing practice to on
This is an Ofsted report which evaluates the progress of the implementation of the new Key Stage 3 curriculum. The report draws on visits to 37 schools between May 2008 and March 2009. The new National Curriculum for Key Stage 3 came into effect for Year 7 pupils from September 2008, and carried with it a clear expectation that schools develop a more integrated approach to curriculum planning and delivery. The report suggests that the schools in the survey had made progress in introducing more v
This four page POSTnote, from January 2009, considers how evidence from history could contribute to policy-making. It outlines key developments in the use of evidence in policy-making, but claims that historical research is under-utilised. A number of ways forward in this are suggested.
The resource, a journal article, is an overview of patterns of research in school teaching and learning from the 1920s to the present day. The review is conducted by examining three strands that the author terms the ‘who' (i.e. the teachers and learners), the ‘how' (i.e. pedagogical methodologies), and the ‘what' (i.e. the content taught). For each of the strands, the author discusses the historical patterns of Nordic and Anglo-American research, and highlights what she regards as particul
The eighth in the 2009/10 Building a Business lecture series. Robert Pitkethly deals with the law regarding intellectual property, and the issues connected with managing intellectual property. Building a Business is a nine week evening lecture course of basic business skills. The course covers good business practice with a focus on science entrepreneurship. It is designed around technological enterprise but most course material is relevant to general business practice.
The fourth in the 2009/10 Building a Business lecture series. This lecture deals with the concept of winning and losing in business and the nature of integrative and distributed bargaining. Building a Business is a nine week evening lecture course of basic business skills. It covers good business practice with a focus on science entrepreneurship. It is designed around technological enterprise but most course material is relevant to general business practice.
Definitions beg questions. So do social narratives and stories. Again, we need, as social scientists, to begin with an analytical task. What are the key claims that are being made in the common-sense story of the problem of crime? What are the core arguments that hold the whole thing together? There are a number of these, but two seem to be particularly important.
Claim 1: UK society in the immediate
Getting Going: generating, shaping and developing ideas in writing
Planning for change: the impact of the new Key Stage 3 curriculum
Lessons from History
Trends in Research on Teaching and Learning in Schools: didactics meets classroom studies
Building a Business: Intellectual Property
Building a Business: Negotiation Skills