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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.
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Creative Science
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.
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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.
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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.
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NALDIC ITTSEAL: KS3/4 English Teaching Talking 1
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 KS3/4 English Teaching Talking 1. The programme shows Year 7 EAL pupils practicing informal and formal types of English as they move from discussion and drafting to writing and performing. It can support secondary trainees to understand that pupils learning EAL will need specific development of their spoken languag
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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.
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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.
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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.
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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.
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Teachers TV Performing Wonders Season
Teachers TV has a three week season of programmes, beginning 14 December, featuring inspirational music, dance and drama projects and initiatives in the UK and around the world that demonstrate the benefits of offering young people opportunities to get involved in and express themselves through the performing arts.
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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
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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
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White boys from low-income backgrounds: good practice in schools
This "report on a small survey of good practice" was undertaken by Ofsted in 20 schools across England, which were "identified from inspection evidence and discussion with local authorities" to be schools "where white British boys from low-income backgrounds performed better in public tests and examinations than their counterparts in other schools". These schools were mainly in areas with high levels of deprivation, although a few of them had a minority of boys from low-income families on roll,
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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.
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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.
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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
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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.
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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
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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.
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Excellence and Equity: Making England’s Schools System World Class
The resource is a four page research brief of an analysis developed by McKinsey and Company, who were commissioned by the DCSF to investigate the performance of England’s education system, along with that of high-performing systems overseas.
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