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.
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.
Comparison of Literacy Progress of Young Children in London Schools. A Reading Recovery Follow up St
This evaluation report follows up a Reading Recovery (RR) intervention programme that had initially been carried out on children aged around 6 years in 42 London schools. In the initial study (2005-6), these children, then in year 1, were all reading at a level below age 5. This report makes comparisons between the original study and the follow up assessment that took place at the end of Key Stage 1 (July 2007) when the children were 7+ years old. This follow up study was designed to assess the
The Influence of School and Teaching Quality on Children’s Progress in Primary School
The resource is a report of research which “investigates the way school and classroom processes affect the cognitive progress and social/behavioural development of children between the ages of 6 (Year 1) and 10 (Year 5) in primary schools in England.” (page i) The research is part of a large research project funded by the Department for Children, Schools and Families (DCSF). The project was called Effective Pre-School and Primary Education (EPPE 3-11). This project followed the cognitive and
Extended schools - testing and delivery of the core offer in and around extended schools
The resource is the final report, issued in 2008, of a two-stage programme of research to explore the delivery of the core offer of extended school services in England. The programme was commissioned by the Department for Children, Schools and Families (DCSF), to be undertaken by Ipsos MORI.
Getting back on track - pupils who make slow progress in English, mathematics and science in Key Sta
In 2006, 46 schools were selected by the Department for Children, Schools and Families (DCSF) for a small scale survey focusing on pupils who are at risk of not converting a level 4 in English, mathematics or science at Key Stage 2 into a level 5 at the end of Key Stage 3. Each school was visited for one day by a DCSF schools standards adviser. The resulting report outlines ways to identify these pupils and includes practical suggestions on how to improve their performance.
Reframing Literacy: A United Kingdom Literacy Association (UKLA) conference about moving image medi
The UKLA conference was held at the British Film Institute (BFI) on 13th and 14th November 2008 and attended by teachers, teacher educators and representatives from the local authority and the film industry. The conference proposed that ‘media literacy’ be recognised and taught within the wider context of literacy rather than as a separate subject and offered three perspectives: • Leading learning in moving image media education – aimed at local authority literacy advisors • Developi
The Independent Review of the Primary Curriculum: Interim report (Rose Review)
The DCSF requested that Sir Jim Rose carry out an independent review of the primary curriculum in January of 2008. This interim report focuses on Curriculum design and content; Reading, writing, numeracy and information communication technology (ICT); Personal development; Transition and progression, including issues around summer-born children; and Introducing languages at Key Stage 2.
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
The Independent Review of the Primary Curriculum: Final Report (Rose Report) published
The DCSF requested that Sir Jim Rose carry out an independent review of the primary curriculum in January of 2008. An interim report was issued in December 2008 and this is the final report. It focuses on curriculum design and content; • Reading, writing, numeracy and information communication technology (ICT); • Personal development; • Transition and progression, including issues around summer-born children; and • Introducing languages at Key Stage 2.
Developing Little Linguists - Final Evaluation of the Foundation Stage Primary Languages Pilot: Augu
This is the final evaluation report of the Foundation Stage Primary Languages Pilot 2007 by the Northern Irish Council for the Curriculum, Examinations and Assessment (CEA).
Fade or flourish: how primary schools can build on children’s early progress
The resource is a report which is the final stage of an ongoing project at the Social Market Foundation (supported by the Esmee Fairbairn Foundation and the Sutton Trust). It explores the contribution of good quality pre-school experience to improving the life chances of disadvantaged children and their families. The paper sets out a review of the evidence and best-practice in primary schools with a particular emphasis on the needs of those children who are most vulnerable to falling behind thei
The influence of context on attainment in primary school: interactions between children, family and
This resource is one of a series of research reports published by the Centre for Research on the Wider Benefits of Learning, Institute of Education, London. The report explores the influence of social and personal development which takes place in home and school environments, and how it may help influence children’s achievement. The report considers the relative importance of four different contexts, or ‘spheres of influence’ on pupil achievement in England at Key Stage 2 (age 10/11). The