Making Good Progress in KS2 and KS3 English
These leaflets, published by the Department for Children, Schools and Families in 2008, identify the characteristics of pupils who are making slow progress in English, in both Key Stage 2 and 3. Investigations, which involved the interviewing of hundreds of teachers and pupils, are summarised and actions that can be taken in order to remove barriers to progress are identified. These resources offer suggestions to teachers to help personalise teaching to the needs of those pupils who are not prog
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Language Learning at Key Stage 3: The impact of the Key Stage 3 Modern Foreign Language Framework an
This resource is a report on a two year study into language learning at Key Stage 3 in England, carried out at Cambridge University at the behest of the Department for Children, Schools and Families (DCSF). The study was commissioned to investigate both provision and practice, and was to look particularly at the impact of the Key Stage 3 Framework for Modern Foreign Languages (MFL) and other recent initiatives with respect to languages, such as the impact of language entitlement in Key Stage 2 a
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What role for the three Rs? Progress and attainment during primary school
The resource looks at patterns of attainment of primary school pupils in England in Key Stage 1 and 2 assessments. The researchers monitored a group of children from birth onwards and went on to analyse the pupils’ National Curriculum Standard Attainment Test scores. They looked for evidence of fluctuations and stability in progress across the Key Stages. Amongst their recommendations is that there needs to be a more holistic approach to assessment, one that will include outcomes such as motiv
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Teachers TV Early Years Week
Teachers TV has a week of programming focusing on Early Years, w/c 17 May. Included in the schedule are two new programmes: "Children's Centre Leadership - Child Poverty" explores the range of strategies employed by a Children's Centre to alleviate child poverty, and "Professional Knowledge - The Montessori Method", which looks at how a primary school has introduced Montessori methods for Early Years and Key Stage 1.
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Performance Management - In-School CPD - Secondary
This is a video produced by Teachers TV which focuses on continuing professional development activities within Blackwell School in Bristol. The video is based upon the use of a regular in-house newsletter employed by the school’s head of CPD to publicise opportunities to colleagues. Three examples of development activities resulting from the circulation of the newsletter are shown. First, a science teacher visits an interactive science museum to gain new ideas and resources for teaching at key
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"It would have been nice to know about that piece of software!" Preparing Early Years Practitioners
The resource is a report on a TDA funded research project comparing Early Years Foundation Stage (EYFS) student-teachers’ and Primary student-teachers’ confidence with and knowledge of ICT appropriate for use in school.
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Gemini X spacecraft
Time-lapse photos or video show progressions from the start of an event to the end of the event. This photo illustrates a time-lapse view of the launch of a spacecraft and the support arm falling away as the craft launches.
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3.2 Case Study 1: Caswell's cockroaches

The setting is a class of nine- and ten-year-olds in Toronto, Canada. The curriculum focus is biology. The classroom has been carefully organised to mirror the way in which a real adult scientific research community operates at the University of Toronto's zoological department, local to the school. Over a ten-week period, the young students are given the opportunity to become immersed in a culture of ‘scientific inquiry’ by their teacher, Beverley Caswell, who has chosen to make the
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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

MA Communication Design Handbook Vol 1 21012-13 ePub version
MA Communication Design Handbook Vol 1 21012-13 ePub version - Paul Caplan Keywords:ePub , eBook
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Learning styles History
Learning styles History How do you manage learning to take account of different learning styles? Key stage 3, mainly history but related to all key stage 3. I have looked on teachernet, and general google searches of learning styles.
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Distinguished Innovator Lecture Series: Lip-Bu Tan
Lip-Bu Tan is Chairman and founder of Walden International and has been active in the venture capital industry for the past two decades. Additionally, he introduced and pioneered the U.S. venture capital concept in Asia and contributed towards the promotion of early-stage technology investing in the Asia-Pacific region. Prior to WI, he was Vice President at Chappell & Co. and held management positions at EDS Nuclear and ECHO Energy. Lip-Bu holds a B.S. in Physics from Nanyang University in Sing
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Distinguished Innovator Lecture Series: John Steuart
Distinguished Innovator Lecture Series John Steuart, Managing Director, Claremont Creek Ventures John Steuart is a Managing Director of Claremont Creek Ventures, an Oakland-based venture capital firm investing in early-stage information technology companies. John focuses on the intersection of the information technology and life sciences markets including bioinformatics, molecular diagnostics, genomics, proteomics, software and instrumentation for med-tech industries. John serves on the board
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Confident, capable and creative: supporting boys’ achievements: Guidance for practitioners in the
In October 2007 the DCSF published guidance for early years practitions entitled "Confident, capable and creative: supporting boys’ achievements: Guidance for practitioners in the Early Years Foundation Stage". News reports have highlighted guidance within this publication that centres on the role of toy weapons in helping boys to learn.
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The Education of Pupils with Autistic Spectrum Disorders up to the end of Key Stage One
This resource is a report which focuses on the learning and teaching needs of pupils with autism spectrum disorders up to the end of Key Stage 1, utilising a research study published in 2001 by the NFER to collaborate many of the author's views and suggestions . The research study itself, the report informs the reader, explores the range of provision Local Authorities were making available at that time, for pupils with autism spectrum disorders up to the end of Key Stage 1. This resource also c
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Deprivation and Education: The evidence on pupils in England, Foundation Stage to Key Stage 4
This Government paper summarises research and statistical evidence about the effect of deprivation on the education of pupils from the foundation stage to key stage 4 in maintained mainstream schools. It is written by the Schools Analysis and Research Division of the DCSF.
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Language Learning Provision at Key Stage 2: Findings from the 2007 Survey
This is the DCSF funded statistical report “of the nature and extent of language learning provision at Key Stage 2 (KS2) in schools in England”, conducted by the National Foundation for Educational Research (NFER). Additionally, it tracks the progress of the 2010 target of the introduction of the KS2 entitlement to language learning within class time. It cites statistical evidence to support its findings.
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How Do Electric Generators Work?
Find out what connects coils to electric outputs with information from a science teacher in this video. Information on how electric generators work by moving an alternating current to an output.


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Scientific Ethics and the Signs of Voodoo Science
Until recently, the issue of research ethics had not been a subject of explicit discussion within the Physics community. Over the past ten years, however, documented cases of scientific fraud have brought this issue to center stage. We will explore, through case studies, some examples ranging from poor scientific practice to deliberate manipulation and fabrication of data.
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Welcome Back to Oregon State
Hope you enjoy this short tour of Beaver Nation. With access to world class facilities and people, the sky's the limit. Here are some tips for getting the most out of your OSU Experience. http://poweredbyorange.com/2013/10/08/welcome-back/ Check us out online! Twitter: https://twitter.com/oregonstateuniv Instagram: http://instagram.com/oregonstateuniv Facebook: https://www.facebook.com/osubeavers Google+: https://plus.google.com/105781677703405176212/posts Concept inspired by: http://www.yout
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1 - Conférence de Frédéric Lagrange (audio)

Conférence de Frédéric Lagrange,

professeur des universités, directeur de l'UFR d'Etudes arabes et hébraïques, Université Paris IV

Modérateur : Pierre Lory, directeur d’études EPHE

Date : 14 janvier 2014

Thème : « Interdits r
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