(SSOG): Year Five Report
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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 ................................................................................. -
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. -
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. -
The Annual Report of Her Majesty's Chief Inspector of Education and Training 2018-2019
Estyn Annual Report The Annual Report of Her Majesty's Chief Inspector of Education and Training in Wales 2018-2019 2 Contents 2-3 Contents Guide to the report 4-8 Foreword This year’s report is the 27th consecutive annual report published in Wales since the 9-65 Key themes in education reform Education (Schools) Act 1992 required its production. 10-12 Developing the curriculum The report consists of: 13-20 Developing skills The Chief inspector’s foreword 21-29 A high-quality education profession Section 1: A thematic section focusing on key themes in 30-33 Inspirational leaders education reform 33-43 Excellence, equality and wellbeing Section 2: Individual sector reports about inspection findings 44-51 Supporting a self-improving system in 2018-2019 52-65 Post-16 education and training Annex 1 provides an overview of the inspection framework and notes about the words, phrases and data used in the report. 66-156 Sector summaries Annex 2 provides a commentary 66-74 Non-school settings for children under five on the recently issued PISA 75-86 Primary schools findings for 2018. 87-98 Secondary schools Annex 3 sets out a series of charts showing Estyn’s inspection 99-103 Maintained all-age schools outcomes for 2018-2019. 104-107 Maintained special schools Annex 4 contains links to the documents referenced in the 108-112 Independent special schools report. 113-116 Independent mainstream schools 117-120 Independent specialist colleges 121-124 Pupil referral units 125-130 Local government education services 131-137 Further education 138-142 Work-based learning 143-145 Adult learning 146-149 Initial teacher education 150-151 Welsh for Adults 152-153 Careers 154-156 Learning in the justice sector 3 Contents 157-166 Annex 1: Overview 167-174 Annex 2: PISA 2018 findings 175-180 Annex 3: Inspection outcomes 2018-2019 181-190 Annex 3: List of references 4 Foreword Major reform Looking back over the last three years, the most striking features of the Welsh education system have been a set of fundamental reforms and the preparations made for those reforms. -
FIVE-YEAR PLAN (A Resource for Class Officers)
CREATING A FIVE-YEAR PLAN (A Resource for Class Officers) WHAT? • Include goals and action steps on everything from communications to events • Take into account class traditions • Culminates with your next Reunion WHY? • Class leaders should plan for what they should be doing in years other than the one leading up to Reunion • Creating a Five-year Plan will increase class participation in events and giving • Having an active schedule of class activities, especially in non-reunion years, broadens the base of alumnae volunteers WHO? • Class officers create and execute the Five-year Plan, with the support and suggestions of other class volunteers • Class officers are assisted as needed by the Classes and Reunion Committee, Alumnae Association staff, and the Office of Advancement (Head Class Agents) • Class officers will work to recruit additional class volunteers as necessary WHEN? • Class officers will hold a class officer meeting at least once a year in a manner acceptable to all officers (e.g. in person, by conference call, online chats) • During Reunion Year (Year Five of the Plan), class officers should plan to hold more frequent meetings WHERE? • The Five-year Plan process begins at the New Class Officer Training Workshop, held for new officers on campus in the fall during Year One of the Cycle • The Alumnae Association and the Classes and Reunion Committee can assist class officers by discussing your ideas and the initiatives your class wants to pursue during in-person meetings on campus or by holding teleconferences Pages 2-9 below are a sample Five-year Plan. A blank version of the plan is provided on pages 11-22. -
Five-Year Analysis of Implementation and Effects in Five Maryland Schools
CORE KNOWLEDGE CURRICULUM Five-Year Analysis of Implementation and Effects in Five Maryland Schools Martha Abele Mac Iver Sam Stringfield Barbara McHugh Johns Hopkins University Report No. 50 December 2000 This report was published by the Center for Research on the Education of Students Placed At Risk (CRESPAR), a national research and development center supported by a grant (No. R-117-40005) from the Office of Educational Research and Improvement (OERI), U.S. Department of Education. The conduct of much of the research in this report was supported by The Abell Foundation of Baltimore, Maryland. The content or opinions expressed herein are those of the authors, and do not necessarily reflect the views of the Department of Education, any other agency of the U.S. Government, or other funders. An on-line version of this report is available at our web site: www.csos.jhu.edu. THE CENTER Every child has the capacity to succeed in school and in life. Yet far too many children, especially those from poor and minority families, are placed at risk by school practices that are based on a sorting paradigm in which some students receive high-expectations instruction while the rest are relegated to lower quality education and lower quality futures. The sorting perspective must be replaced by a “talent development” model that asserts that all children are capable of succeeding in a rich and demanding curriculum with appropriate assistance and support. The mission of the Center for Research on the Education of Students Placed At Risk (CRESPAR) is to conduct the research, development, evaluation, and dissemination needed to transform schooling for students placed at risk. -
Doctor of Education
Faculty of Education Thesis submitted for the degree of Doctor of Education More than the sum of its parts: practitioner perspectives on the characteristics, affordances and challenges of all-through schools in the English state system. April 2020 Words: 79,985 Helen Elizabeth Price Fitzwilliam College Supervisor: Dr Sue Swaffield Copyright © 2020 Helen Price 2 Preface This dissertation is the result of my own work and includes nothing which is the outcome of work done in collaboration except as declared in the Preface and specified in the text. It is not substantially the same as any that I have submitted, or is being concurrently submitted, for a degree or diploma or other qualification at the University of Cambridge or any other University or similar institution except as declared in the Preface and specified in the text. It does not exceed the prescribed word limit for the relevant Degree Committee. 3 4 Abstract Helen Price More than the sum of its parts: practitioner perspectives on the characteristics, affordances and challenges of all-through schools This research focuses on the small but growing number of English all-through state schools. In the wider school system hundreds of thousands of children transfer schools for their secondary education each year. The social challenges faced at transfer and the curricular and pedagogical disconnects between primary and secondary education are well documented in the literature. This thesis explores the opportunities provided by the all-through configuration to ease these difficulties and create a cohesive approach across all educational phases. This is a sequential mixed methods study.