The True Price of Selection
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The School Curriculum and Sats in England: Reforms Since 2010
BRIEFING PAPER Number 06798, 26 February 2016 The school curriculum By Nerys Roberts and SATs in England: Reforms since 2010 PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES Inside: 1. Overview: the school curriculum in England 2. Background to the national curriculum review in 2011 onwards 3. Reforms to the national curriculum tests (SATs) and the way pupils are assessed Annex: development of the National Curriculum www.parliament.uk/commons-library | intranet.parliament.uk/commons-library | [email protected] | @commonslibrary Number 06798, 26 February 2016 2 Contents Summary 3 What do schools in England have to teach? 3 Changes to the national curriculum from September 2014 3 1. Overview: the school curriculum in England 4 1.1 Maintained schools 4 Statutory requirements for the curriculum at maintained English schools 4 The four key stages of the national curriculum 5 Programmes of study 5 Withdrawing children from particular subjects 5 1.2 Curriculum at academies and free schools 5 1.3 School curricula in Scotland, Wales and Northern Ireland 6 1.4 What subjects are currently included in the English national curriculum? 7 2. Background to the national curriculum review in 2011 onwards 8 2.1 Reaction to the June 2012 proposals 8 2.2 Further consultation on programmes of study: February and July 2013 9 2.3 July 2013 – second formal consultation 10 2.4 First final curriculum documents published in September 2013 10 2.5 Reform to GCSEs, AS and A Levels 11 3. Reforms to the national curriculum tests (SATs) and the way pupils -
If You're Looking for Girl Power, You'll Find It at Moreton Hall
If you’re looking for girl power, you’ll find it at Moreton Hall A69377 Moretonian Magazine 2107_AW.pdf Page 1 of 94 Email: [email protected] Moreton Hall, Weston Rhyn, Telephone: (+44) 01691 773671 Oswestry, Shropshire Web: www.moretonhall.org SY11 3EW A69377 Moretonian Magazine 2107_AW.pdf Page 2 of 94 Contents 4 News Highlights 38 STEM 7 Special Awards Winners of 2017 40 Art Gallery 9 A day in the life of Jonathan Forster 44 A journalist covering under reported stories across Africa 10 Silver Service 46 Moreton’s Unsung Heroes 11 Carolyn Tilley 48 Duke of Edinburgh 12 Head Prefects’ Speeches 50 Creative Writing 14 Leavers’ Ball 2017 The Journey 17 Face2Face War 18 Little Shop of Horrors 52 Enrichment outside the classroom 19 Aladdin 54 Catering For The Masses 20 The Community Theatre 57 Classics 22 Performing Arts with Beth Clacher 58 Moreton Photography 24 Annual Investec Business Lunch 59 Sport 26 Moreton Enterprises 65 Moreton First 28 Enrichment Section News Highlights Bronwen The 3 R’s Jenner The Art Gallery 32 To My Remove Self Expressive Arts Sport 34 Careers at Moreton Hall 77 The Old Moretonian 36 Spoken English The Moretonian 2017 A69377 Moretonian Magazine 2107_AW.pdf Page 3 of 94 News Highlights Senior Mathematicians are Top 2% of the UK Moreton Hall’s team finished in the top 2% of the UK at the National Final of the Senior Team Maths Challenge in London, on 7th January. The team, comprised of Phoebe Jackson (U6), Pauline Ji (U6), Vinna Sun (L6) and Georgie Lang (L6) excelled. -
Year Five and Six Parents' Curriculum Meeting
St Joan of Arc RC Primary Year Two and Three Parents’ Curriculum Meeting F R I D A Y 4 TH OCTOBER Aims of the meeting Give you a better understanding of your child’s learning this term Share our aims Help parents/carers to feel empowered to support their children Give you the opportunity to ask questions Introductions Miss Newman– Year 2 and 3 lead. Behaviour lead Supporting classroom teachers Developing good classroom practice Monitoring pupil progress Part of the English and PE teams Homework - Reading At least 10-20 minutes daily in Year Two, and at least 20 minutes daily in Year Three. Signed reading record (comments are really helpful) Discussion about the text Sounding out and applying phonic knowledge Reading around the word Checking for understanding Predicting Inference and deduction Intonation and expression Comprehension cards Reading Records National Curriculum statements at front Signed off by teacher during guided reading Comment in book only if child not meet the statement in the lesson Ideas for home reading in the middle Homework - Reading Roy had waited a long time but nothing was happening. Then suddenly the line jerked. In his excitement he tripped over my bag and fell head first into the water. a. What was Roy doing before he fell? b. Why did he become excited? Homework - Reading By the time we reached the small village the sun was going down. After so long on the road we were glad to be able to take off our boots and rub our sore feet. a. What time of the day was it? b. -
Texans Getting Academically Prepared (Tgap)
TEXANS GETTING ACADEMICALLY PREPARED (TGAP) Year Six Evaluation Report September 2004 – August 2005 March 2006 Prepared for Texas Education Agency By Texas Center for Educational Research Center for Public Policy at the University of Houston TEXANS GETTING ACADEMICALLY PREPARED (TGAP) Year Six Evaluation Report September 2004 – August 2005 March 2006 Prepared for Texas Education Agency Prepared By Texas Center for Educational Research Center for Public Policy at the University of Houston ©Texas Center for Educational Research Credits Texas Center for Educational Research Contributing Authors The Texas Center for Educational Research Texas Center for Educational Research (TCER) conducts and communicates nonpartisan Kelly Shapley, Ph.D. research on education issues to serve as an Keith Sturges, MAA independent resource for those who make, Daniel Sheehan, Ed.D. influence, or implement education policy in Texas. A 15-member board of trustees governs the Center for Public Policy research center, including appointments from the at the University of Houston Texas Association of School Boards, Texas Gregory R. Weiher Association of School Administrators, and State Christina Hughes Board of Education. Joseph Howard For additional information about TCER research, please contact: Prepared for Kelly S. Shapley, Director Texas Center for Educational Research Texas Education Agency 12007 Research Blvd. 1701 N. Congress Avenue P.O. Box 679002 Austin, Texas 78701-1494 Austin, Texas 78767-9002 Phone: 512-463-9734 Phone: 512-467-3632 or 800-580-8237 Fax: 512-467-3658 Research Funded by Reports are available on the TCER Web Site at www.tcer.org Texas Education Agency Texans Getting Academically Prepared (TGAP) Year Six Executive Summary..................................................................................................................... -
Newly Qualified Social Workers in Scotland: a Five-Year Longitudinal Study
Newly qualified social workers in Scotland: A five-year longitudinal study Interim Report: December 2017 Scott Grant, Trish McCulloch, Martin Kettle, Lynn Sheridan, Stephen Webb December 2017 Funded by the Scottish Social Services Council 1 Contents Acknowledgements .................................................................... 4 Project Team ............................................................................ 5 Glossary ................................................................................... 6 Executive summary ................................................................. 7 Introduction ............................................................................. 10 (i) Overarching aim ............................................................... 10 (ii) Objectives ....................................................................... 10 (iii) Themes .......................................................................... 10 Method ................................................................................... 11 (i) Literature review .............................................................. 11 (ii) Online survey .................................................................. 11 (iii) Individual interviews ........................................................ 12 (iv) Focus groups .................................................................. 13 (v) Ethnography .................................................................... 14 Findings ................................................................................. -
(SSOG): Year Five Report
Nevada System of Higher Education Silver State Opportunity Grant (SSOG) Year 5 Report January 29, 2021 THE NEVADA SYSTEM OF HIGHER EDUCATION Board of Regents Dr. Mark W. Doubrava, Chair Mrs. Carol Del Carlo, Vice Chair Mr. Joseph C. Arrascada Mr. Patrick J. Boylan Mr. Byron Brooks Dr. Patrick R. Carter Ms. Amy J. Carvalho Dr. Jason Geddes Mrs. Cathy McAdoo Mr. Donald Sylvantee McMichael Sr. Mr. John T. Moran Ms. Laura E. Perkins Dr. Lois Tarkanian Officers of the Nevada System of Higher Education Dr. Melody Rose, Chancellor Dr. Keith Whitfield, President Mr. Brian Sandoval, President University of Nevada, Las Vegas University of Nevada, Reno Mr. Bart J. Patterson, President Dr. Federico Zaragoza, President Nevada State College College of Southern Nevada Ms. Joyce M. Helens, President Dr. Karin M. Hilgersom, President Great Basin College Truckee Meadows Community College Dr. Vincent R. Solis, President Dr. Kumud Acharya, President Western Nevada College Desert Research Institute 2 The Silver State Opportunity Grant Program Contents EXECUTIVE SUMMARY .................................................................................................................................................. 4 BACKGROUND ................................................................................................................................................................. 6 ELIGIBILITY ........................................................................................................................................................................ -
Early Years – Key Stage 4
Public Oral Health CURRIC ULUM TOOL KIT WWW... Early Years – Key Stage 4 Oral Health Promotion Team Derby City and Derbyshire County Public Contents • Introduction Page 2 • Oral Health messages Pages 3-5 • Oral Health links to the Early Years Foundation Stage Page 7 • Oral Health links to the National Curriculum: Key Stage 1 Page 9 • Oral Health links to the National Curriculum: Key Stage 2 Page 10 • Oral Health links to the National Curriculum: Key Stage 3 Page 11 • Oral Health links to the National Curriculum: Key Stage 4 Page 12 • Interactive Oral Health activities/ Downloadable resources: Early Years - Key Stage 4 Page 14 • Interactive Oral Health activities/ Downloadable resources: Special Educational Page 15 Needs and Disabilities and English as an Additional Language • Borrowing resources Page 16 • Purchasing Resources Page 17 • Apps available to download Page 18 1 Public Introduction Schools provide an important setting for promoting health which can easily be integrated into general health promotion, school curriculum and activities. Health promoting messages can be reinforced throughout the most influential stages of children’s lives, enabling them to develop lifelong sustainable attitudes, behaviours and skills. The health and wellbeing of school staff, families and community members can also be enhanced by programmes based in schools. Oral health is fundamental to general health and wellbeing. A healthy mouth enables an individual to speak, eat and socialize without experiencing active disease, discomfort or embarrassment. Poor oral health impacts on children’s confidence, language and personal, social and emotional development. Tackling poor oral health is a priority for Public Health England (PHE) under the national priority of ensuring that every child has the Best Start in Life. -
Opening a Studio School a Guide for Studio School Proposer Groups on the Pre-Opening Stage
Opening a studio school A guide for studio school proposer groups on the pre-opening stage August 2014 Contents Introduction 3 Section 1 - Who does what - roles and responsibilities? 5 Section 2 - Managing your project 10 Section 3 – Governance 12 Section 4 - Pupil recruitment and admissions 21 Section 5 - Statutory consultation 33 Section 6 - Staffing and education plans 36 Section 7 - Site and buildings 42 Section 8 – Finance 56 Section 9 - Procurement and additional support 63 Section 10 - Funding Agreement 67 Section 11 - The equality duty 71 Section 12 - Preparing to open 73 Section 13 - Once your school is open 80 Annex A - RSC regions and Local authorities 82 2 Introduction Congratulations! All your planning and preparation has paid off, and the Secretary of State for Education has agreed that your application to open a studio school should move to the next stage of the process – known as the ‘pre-opening’ stage. This is the stage between the approval of your application and the opening of the school. The setting up of a studio school is a challenging but ultimately very rewarding task and it will require significant commitment and time from sponsors and partners. Your original application set out your plans for establishing the studio school, from the education vision and the admission of pupils to the recruitment of staff and the curriculum. Now your application has been approved, you must begin work to implement these plans. The letter of approval you received from the Department for Education (DfE) sets out important conditions of approval. It is vital that you consider these conditions carefully in planning your priorities and what you need to focus on next. -
Glasllwch Primary School Sex & Relationships Education (SRE) Policy
Glasllwch Primary School – SRE Policy Glasllwch Primary School Sex & Relationships Education (SRE) Policy This policy is a EAS Template Policy This policy is Statutory Key references WG Circular 019 / 2020 Staff Area / Subject Leader Chris Jackson Link Governor Stephen Morris Key Personnel in Policy Head Teacher, AENCo Training / Accreditation N/A Published / located GovernorWeb / School, HT office Aims of Policy: • To outline the functioning of the curriculum in school. Previous review date March 2017 Review date May 2019 Next review date May 2021 Reviewed by Policy committee Page 1 of 9 Glasllwch Primary School – SRE Policy Sex and Relationships Education (SRE) Policy SRE Sex and Relationships Education involves the delivery of lessons that aim to prepare all pupils for the opportunities, responsibilities and experiences of adult life, taking note of their moral spiritual, cultural, mental and physical development at school and in the world. Introduction This policy has been developed in line with guidance from the Welsh Assembly Government Circular No. 019/2010 (Sex and Relationships Education in Schools). Several other documents were also used to support the writing of this policy, including: ➢ The Sexual Health and Wellbeing in Wales Action Plan, 2010–2015 ➢ Education Act 1996 ➢ The requirements of the Personal and social education framework for 7 to 19-year-olds. ➢ AoLE for Health and Wellbeing Glasllwch Primary School actively participates in the Welsh Network of Healthy Schools Scheme (WNHSS). The WNHSS National Quality Award provides schools with a framework for the development of personal development and relationships. The Sexual Health and Wellbeing action plan for Wales 2010 - 2015 highlights the importance of school based SRE and the role that it plays in a child’s sexual health development and behaviour. -
School Admissions in England: State-Funded Schools
BRIEFING PAPER Number 07147, 11 January 2016 School admissions in By Nerys Roberts England: state-funded mainstream schools PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES Inside: 1. Background to school admissions in England and the legal framework 2. Applying for a school place in the normal round 3. How admission authorities rank applicants 4. Parents unhappy with offered school place 5. Statistics on school place offers for 2015/16 6. Schools Adjudicator report www.parliament.uk/commons-library | intranet.parliament.uk/commons-library | [email protected] | @commonslibrary Number 07147, 11 January 2016 2 Contents Summary 3 1. Background to school admissions in England and the legal framework 4 1.1 Admission authorities and statutory admissions framework 4 Application of school admissions codes to academies and free schools 4 1.2 Determining admission arrangements 5 2. Applying for a school place in the normal round 6 2.1 School starting age in England 7 Summer born children starting school 7 Deferring a reception place, or attending part-time initially 7 2.2 How far in advance do parents have to apply for a place? 8 2.3 Guidance for parents and carers on school admission process 8 2.4 Selecting schools: naming preferred schools on the application form 8 Myths about naming more than one school on the application form 9 Nominating schools in other local authority areas 9 2.5 When a child has two addresses because of shared care 9 2.6 Moving into the area after the application deadline 9 2.7 School places for children returning or arriving from abroad 9 2.8 Obtaining a school place dishonestly 10 3. -
Tobbelltransition.Pdf
University of Huddersfield Repository Tobbell, Jane Transition from primary to secondary school: a case study from the United Kingdom Original Citation Tobbell, Jane (2014) Transition from primary to secondary school: a case study from the United Kingdom. In: Facetten von Übergängen im Bildungssystem Nationale und internationale Ergebnisse empirischer Forschun. Waxmann, Münster, Germany, pp. 251-264. ISBN 978-3-8309-3063-1 This version is available at http://eprints.hud.ac.uk/id/eprint/21064/ The University Repository is a digital collection of the research output of the University, available on Open Access. Copyright and Moral Rights for the items on this site are retained by the individual author and/or other copyright owners. Users may access full items free of charge; copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational or not-for-profit purposes without prior permission or charge, provided: • The authors, title and full bibliographic details is credited in any copy; • A hyperlink and/or URL is included for the original metadata page; and • The content is not changed in any way. For more information, including our policy and submission procedure, please contact the Repository Team at: [email protected]. http://eprints.hud.ac.uk/ Tobbell, J. (2014) The Transition from Primary to Secondary School: a case study from the United Kingdom in Liegmann, A.B., Mammes, I. and Racherbäumer, K. eds (2014) Facetten von Übergängen im Bildungssystem:Nationale und internationale Ergebnisse empirischer Forschung, Waxmann:Münster ISBN 978-3-8309-3063- Transition from primary to secondary school: a case study from the United Kingdom This chapter presents ethnographic research from a project which followed children in a UK primary school in their final year (referred to as year six, children are 10 and 11 years old) in primary school to their first year in secondary school (referred to as year seven, children are 11 and 12 years old). -
What Happened the Six Dimensions Project Report 2018 Nick Allen
What Happened The Six Dimensions Project Report 2018 Nick Allen June 2018 SFCA works to lead and support a thriving and sustainable Sixth Form College sector by being an effective advocate, adviser and information provider for members and a reliable and authoritative source of insight, data and expertise for policy-makers and opinion-formers. For more information about this report please contact Vanessa Donhowe: Sixth Form Colleges Association 8th Floor 50 Broadway London SW1H 0RG 020 3824 0468 [email protected] sixthformcolleges.org © Sixth Form Colleges Association What Happened The Six Dimensions Project Report 2018 Contents Chapter One: Known Knowns, Known Unknowns and Unknown Unknowns Revisited Chapter Two: Retention on Two Year A level Courses Chapter Three: Performance in Linear A levels in Sixth Form Colleges Chapter Four: The Quality of Equality Chapter Five: The Gender Agenda Chapter Six: Programmes of Study and Patterns of Enrolment Appendix One: Understanding Six Dimensions Reports Introduction In the autumn of 2017, What Happened, Hillary Clinton’s account of the 2016 election campaign was published. It had a rather good and deliberately ambiguous title, interpretable in whole range of ways. From a gentle, enquiring ‘so what happened’, to a forensically analytical ‘what happened?’, through to a raging primal scream of ‘what happened?’. In Hilary’s case, Trump happened, and the interpretation of how that happened will keep psephologists busy for some time. Last year, something significant happened to us. It may not have been Trump sized, but nevertheless, the conclusion of the first round of A level reform represents a fundamental shift in the landscape, and understanding and navigating this shift represents a vital challenge for colleges.