Emotional development Grouping
I am carrying out research for my literature review into the impact of grouping/setting on children's emotional and social development.(KS1/2) The information I have found mainly relates to the impact of ability groups on academic achievement, and one further reference which mentions the impact they have on children's self-esteem (The Social World of Children's Learning; Pollard, 1996). I have also found some general information on the role of the school in the child's social and emotional devel
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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,
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A study of the transition from the Foundation Stage to Key Stage 1
The focus of the report is the change that occurs when children move from the Foundation Stage to Key Stage 1. This resource is presented by the National Foundation for Education Research (NFER) and is relevant for early years’ teachers, teacher education students, tutors and families.
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Keeping up – Pupils who fall behind in Key Stage 2
This is the first published document from the ‘Making Good Progress’ series from the DfES. The document reports on a small scale research project focussing on 240 pupils in 39 schools who do not make the expected progress in English and Mathematics during key Stage 2. The report contains a chapter on English and a chapter on mathematics, which look at pupil characteristics, obstacles to progress and specific issues arising from the project. The final chapter gives advice on the action sch
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KS1/2 Music - Managing Music at KS2
This is a Teachers TV programme about teaching music in Key Stage 2. It follows one class teacher and his year 6 class though the first two lessons from a longer unit related to composing songs.
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NALDIC ITTSEAL: Primary geography: working with student teachers in developing strategies for suppor
Geography has been a compulsory part of the primary National Curriculum since its inception in 1989, yet it is one area of the curriculum that teachers often approach with some trepidation (OfSTED 2005). This guidance considers effective and inclusive teaching of geography and provides some practical examples of how student teachers of pupils in Key Stage One might be supported in dealing with issues around English as an Additional Language (EAL) during their geography taught sessions. The conte
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Becoming a Problem: How and Why Children Acquire a Reputation as 'Naughty' in the Earliest Years at
This is a research project funded by the Economic and Social Research Council (ESRC). It was led by Maggie Maclure and a team in one reception class (4-5 year olds) at four different primary/infant schools in Manchester. The report concentrates on the Foundation stage of schooling. By studying how pupils and teachers interact within the classroom and looking at other influences, it describes how this leads to children gaining reputations of being ‘good’ or ‘problem’ pupils and how they l
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Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11): Influences on children's cognit
This a DCSF Research Brief which builds upon the original Effective and Pre-school Primary Project (EPPE) 3-11, which investigated children’s intellectual and social/behavioural development between the ages of 3-7 years (Sylva et al, 2004). The EPPE 3-11 extension follows up the sample to the end of primary school (age 11 years, the end of Key Stage 2). This Research Brief provides an overview of the latest findings. It reports on the long term impact of the Home Learning Environment (HLE) an
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Planning for change: the impact of the new Key Stage 3 curriculum
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
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MAS.531 Computational Camera and Photography (MIT)
Includes audio/video content: AV lectures. A computational camera attempts to digitally capture the essence of visual information by exploiting the synergistic combination of task-specific optics, illumination, sensors and processing. In this course we will study this emerging multi-disciplinary field at the intersection of signal processing, applied optics, computer graphics and vision, electronics, art, and online sharing through social networks. If novel cameras can be designed to sample ligh
Author(s): Raskar, Ramesh

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Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative C

INFO2009 IT and Legal Issues Handout
INFO2009 IT and Legal Issues Handout - Su White Keywords:legal and professional issues , legal issues , stage test , quiz , scenario , handout
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Darfur/Darfur: The Crisis
Six years after Darfur made its appearance on the world stage, the horrific crisis burns on, as these panelists vividly attest. In a forum companion to the traveling exhibit DARFUR/DARFUR, the speakers provide big picture political context, as well as actual images from the field.

Note: This lecture contains descriptio

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1.5.3 Looking forward: implications and possible consequences

But what are the implications of these developments and trends? Clearly the emergence of a strong east-Asian bond market could threaten both the US dollar and the Euro markets, but this development is still in its infancy, and there are significant political and economic differences of interest amongst the possible east-Asian participants in such a market. So for the time being it will be the Euro and the US dollar that hold centre stage. But in as much as the Euro becomes a stronger currency
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Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

2.4 ‘Go Use’ science promotion events
This unit will look at how public engagement in science and technology might be achieved through science promotion. Science promotion and public involvement in policy making can require both formal and informal objectives: some are explicit and some are implicit, some are articulated at the planning stage and some are unexpected. These objectives can entail participation, engagement, knowledge exchange and learning – all of which require a degree of motivation by all parties.
Author(s): The Open University

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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

2.1 Institutional science promotion events
This unit will look at how public engagement in science and technology might be achieved through science promotion. Science promotion and public involvement in policy making can require both formal and informal objectives: some are explicit and some are implicit, some are articulated at the planning stage and some are unexpected. These objectives can entail participation, engagement, knowledge exchange and learning – all of which require a degree of motivation by all parties.
Author(s): The Open University

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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

1.2 Defining science promotion
This unit will look at how public engagement in science and technology might be achieved through science promotion. Science promotion and public involvement in policy making can require both formal and informal objectives: some are explicit and some are implicit, some are articulated at the planning stage and some are unexpected. These objectives can entail participation, engagement, knowledge exchange and learning – all of which require a degree of motivation by all parties.
Author(s): The Open University

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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

The impact of classroom support
This GTC research of the month summary examines the report of a longitudinal investigation into the impact of teaching assistants (TAs) on teaching and learning in primary schools, focusing on Key Stage One.
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Labelling
Labelling I am completing a research project on the effect of labelling children and what this does to their self esteem and attainment. It is based around the primary aged child but not a specific key stage. Any information you could give me would be great. I have looked at a few journals on the effect of informal and formal labelling.
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What are the effects of ability grouping on GCSE attainment?
This is a digest of a study published in 2005 which followed 6000 British pupils from Year 9 through to their GCSE examinations in Year 11. Prior attainment in Key Stage 2 and 3 national tests was compared with achievement at GCSE, and then related to the amount of setting experienced from Years 7 to 11.
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Scatter graphs
Scatter graphs I am trying to find any research in the UK or internationally focusing on primary school age children's understanding of scatter graphs. In primary science, which is the curricular area I work, in these are called pattern-seeking investigations. By understanding I mean children's ability to read them for understanding and also their ability to construct them themselves. I have found nothing to date since scatter graphs are only introduced to children in the UK in Key stage 3, not
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