21. DfES, Green Paper On Extending Opportunities And Raising Standards For 14 To 19 Stage 3 strategy, with its dedicated strand of work on improving standards in modern training,will need to be equipped (and confident) to teach their subjects http://www.dfes.gov.uk/14-19greenpaper/chap3.shtml

Young People Employers Higher Education LEAs ... Teachers document.write("" + days[dayname]+datenum+months[monthname] + "") HOME Foreword by the Secretary of State Chapter 1 ... Downloads Chapter 3 the content of the 14–19 curriculum Summary : We reaffirm our belief that up to age 19 all young people should be entitled to experience breadth and balance in their learning. We acknowledge, however, that the current structure of the curriculum at Key Stage 4 can be a barrier to student motivation and the flexibility of individual programmes. We propose a new structure for the National Curriculum at Key Stage 4. We believe there should be a core of compulsory subjects that are essential for progression and development beyond the end of compulsory schooling. All pupils should study mathematics, English, science and ICT, alongside citizenship, religious education, careers education, sex education, physical education (PE) and work-related learning. We propose a new statutory entitlement of access to a subject within each of modern foreign languages, design and technology, the arts and the humanities. We intend to develop more vocational qualifications and new hybrid qualifications that combine traditional general subjects with their vocational applications. We will ensure that new qualifications are robust and high-quality. We intend to call all GCSEs and A levels by a subject title, without any vocational label. We propose to enable the most able students to demonstrate a greater depth of understanding at advanced level through introducing more demanding questions into A2 papers, leading to a new distinction grade for the higher achievers. The new generation of Modern Apprenticeships will form an important part of a 14–19 vocational pathway.

22. DfES, Raising Standards Subject specialists at the college and school staff teach the pupils as part ofa teamteaching arrangement. 14-19 Collaboration. Tamar Valley Consortium. http://www.dfes.gov.uk/14-19greenpaper/case.shtml

Young People Employers Higher Education LEAs ... Teachers document.write("" + days[dayname]+datenum+months[monthname] + "") HOME Foreword by the Secretary of State Chapter 1 ... Downloads Case Studies 16-19 collaboration Beaumont, Sandringham and Verulam Schools with Oaklands FE College, St Albans These collaborative arrangements provide post-16 students with a wide range of subjects to choose from: vocational qualifications in art and design, health and social care, recreation and leisure and business are available at advanced and intermediate levels. They also ensure that minority subjects including German, music, music technology, government and politics, further mathematics, Spanish, food technology and physical education are available to all and that students' aspirations can be met. Currently almost half the students take at least one subject in another institution. Achievement and retention rates are high and are consistently above the national average. Students value the opportunities which the collaborative arrangements offer and are clear about the benefits. As one said: "By going to another school in our consortium I was able to fit in all four of the subjects that I wanted without any timetable clashes. It gave me the chance to experience a different learning environment. The teaching is different and works well for me. I have also enjoyed mixing with new people, staff and students, and so the arrangements have social as well as academic benefits."

23. Raising Standards Through Classroom Assessment - Case Studies raising standards through classroom assessment. teachers used verbal feedbackwith the whole class to teach pupils explicitly how to improve their work. http://www.gtce.org.uk/research/standcasestud.asp

Case studies Raising standards through classroom assessment Inside the Black Box does not contain any case studies or classroom based examples and illustrations. Indeed this was a weakness of the studies reviewed, according to the report, and it is why the authors have recommended setting up teacher research projects. We have found some examples from our own searches to help teachers get a flavour of the types of classroom strategies that might be effective in developing their approaches to formative assessment. Click on the heading titles below or scroll down to read the case studies. Marking and feedback Debriefing: pupils’ learning and teacher planning The diagnostic value of self-assessment in Geography at Key Stage 4 Communication between students and their teachers about learning ... Formative assessment in mathematics: (3) The learner’s role Marking and feedback Michael Ronayne TTA Publication Number 65/8-99 This case study has been selected to show the impact on pupils of different types of teacher feedback. This study investigated patterns of teachers’ feedback and children’s perceptions of that feedback, to discover what makes formative assessment an effective learning tool. Data from eight case studies, across the subject and age range, in an 11 to 18 comprehensive school, was gathered from scrutiny of feedback comments, lesson observations and interviews with pupils and teachers.

24. Raising Standards Through Classroom Assessment - The Study and everyone interested in raising standards of teaching the impact of formativeassessment on standards. If teachers teach through interaction, building on http://www.gtce.org.uk/research/standstudy.asp

The study Inside the Black Box Paul Black and Dylan Wiliam King’s College, London 1998 Click on the heading titles below or scroll down to read full study. What did this project set out to do? What is meant by formative assessment? Why focus on formative assessment? How was the research designed? ... Your feedback What did this project set out to do? The authors suggest that the classroom may be seen as a ‘black box’ whose inputs include pupils, teachers, resources, tests, management rules and requirements, parental anxieties and so on. Then there are outputs from the black box: including, hopefully, pupils who are more knowledgeable and competent, perhaps better test results, and teachers who are satisfied (and exhausted) to varying degrees. But the authors want to know what it is that happens inside this black box. What goes on inside the classroom to create the outputs that we see coming from it? This study is about some of what happens on the inside of the ‘black box.’ It explores how formative assessment contributes to effective teaching. Its authors make a case for policy makers and everyone interested in raising standards of teaching and learning to encourage and support teachers in using formative assessment in their every day work with pupils in classrooms. Back to main contents Case studies Further reading Appraisal ... Research of the month homepage What is meant by formative assessment?

25. Raising Standards Of Achievement In Science techniques which have proved effective in raising standards of achievement have alongterm effect in raising achievement with information about how to teach it http://www.scre.ac.uk/rie/nl64/nl64harlen.html

Raising Standards of Achievement in Science Research in Education No. 64 Spring 1999 Wynne Harlen, SCRE WHAT HAS RESEARCH to tell us about approaches and techniques which have proved effective in raising standards of achievement in science? This was the question posed for a review of research into science teaching in upper primary and lower secondary schools undertaken by SCRE for the Scottish Office. It was conducted in the wake of findings from national and international surveys of student achievement that showed deficiencies in Scottish pupils' performance, particularly at the end of the first two years of secondary school and to some extent at the end of primary school. However, the findings have relevance beyond the context of science in Scottish schools. "Learners bring pre-existing ideas to new experience and if these are non-scientific they are often difficult to change." Teaching science is multifaceted; there is no single variable which can be changed without affecting other aspects or even a collection of variables which can be manipulated as a whole in the expectation of improving achievement. Research studies have each focused on one or two aspects, leaving the combined effect of changes in several aspects as outcomes which can only be inferred. In the review eight different aspects which have been the focus of research studies were considered. This article attempts to look across these aspects at the several themes that emerged: practical work, the use of computers, changing pupils' ideas, increased emphasis on reflection and meta-cognition, assessment, planning, questioning, and improving teachers' understanding of science and of teaching and learning science.

26. BBC News | EDUCATION | Teachers 'want Tests Scrapped' progress is fundamental to raising standards and increasing our mission to raisestandards further in Times Educational Supplement Time to teach campaign The http://news.bbc.co.uk/1/hi/education/1937699.stm

CATEGORIES TV RADIO COMMUNICATE ... INDEX SEARCH You are in: Education Front Page World UK ... AudioVideo SERVICES Daily E-mail News Ticker Mobiles/PDAs Feedback ... Low Graphics Thursday, 18 April, 2002, 23:15 GMT 00:15 UK Teachers 'want tests scrapped' The results of the tests are used for league tables Eight out of 10 teachers want tests for seven year olds to be scrapped, a new survey suggests. More than half of those questioned in a poll for the Times Educational Supplement (TES) also believe national exams for 11-year-olds should come to an end. Teachers were also pessimistic about the chances of primary schools meeting the government's targets in maths and English. Many teachers are sceptical about national tests The government wants to see 85% of 11 year olds in England reach the level expected for their age in both subjects by 2004. But 59% of the 1,000 teachers surveyed said the target for English would not be achieved and 54% thought schools would not meet it for maths. In total, 80% of the teachers surveyed wanted national tests for seven year olds to be abolished, while just 15% were in favour. And just over half (53%) would welcome the abolition of tests at 11(children are tested then in English, maths and science) while 38% would keep them.

27. BBC News | EDUCATION | Private Schools Seek Public Cash lowincome pupils - who will be inexpensive for them to teach - and will first priorityis to continue improving state schools and raising standards there. http://news.bbc.co.uk/1/hi/education/1224737.stm

low graphics version feedback help You are in: Education Front Page World UK ... AudioVideo Monday, 19 March, 2001, 11:06 GMT Private schools seek public cash The ISC wants to initiate a public debate on access The independent schools sector is seeking public money to pay for children from low-income families to attend private schools. The Independent Schools Council (ISC) said that according to a Mori poll conducted last September, 62% of the public and 61% of Labour supporters backed public funds being used in this way. The doors of independent schools are being closed to families who cannot afford their fees Ian Beer, ISC chairman Launching a consultation document on access - Oasis: Open access to schools in the independent sector - the organisation said any scheme would be available to children from a range of abilities. Chairman of the ISC, Ian Beer, said independent schools themselves did not need financial help from the state. "But, in spite of heroic fund-raising efforts in many schools, and in spite of the generosity of philanthropists like Peter Lampl and Peter Ogden, the doors of independent schools are being closed to families who cannot afford their fees. "Only the state has the resources to help open them on a national scale," he said.

28. DfEE Raising Standards Opening Doors Chapter2.. Many children have also been supported in the raising of achievement by the mayrange from providing resources to help primary teachers teach datalogging http://www.dfee.gov.uk/opendoor/chap2.htm

29. Time To Teach be see sense. I fully agree with raising standards etc. but am intotal agreement with Time to teach’s aims.”. Previous Site http://www.timetoteach.org.uk/quotes.shtml

From here... Write or email Pass it on Register your Support Page 2 Headteacher : “The arts are taking a back seat in primary education, not because teachers have stopped valuing them, but because targets and ‘improvement’ and fear of Ofsted stifle creative teaching and learning.” Teacher : “We all recognise the positive impact of many of the reforms of the past few years, but primary kids now seem to enter the front door of their school to be herded down the corridor and out of the back door without exploring all the fascinating rooms off ... primary education is about opening doors!” “The narrow curriculum does not give us the educated young people we need to deal with the great moral and social issues the next generation will face.” Teacher : “Standards have been raised by the Strategies, but the latest targets are too much. Let’s have a breather and consolidate what we’ve done. Let’s celebrate the success we’ve achieved.” Teacher : “I love my job and the school in which I work. I just wish THEY would let me get on with it.” Teacher : “I have every intention of leaving the profession as soon as practicable, unless the changes you are suggesting are put in place.”

30. Time To Teach and NLS were needed and have helped focus on what to teach But as for targets,they are fast becoming a swear word. I’m all for raising standards and have http://www.timetoteach.org.uk/quotes2.shtml

From here... Write or email Pass it on Register your Support Some of the comments on registration pages for Time to Teach - Page 1 Year 6 ‘booster’ teacher : “Last year two of my Year 6 children unexpectedly gained a Level 4. Having read their papers, I am at a loss to know how - their current Year 7 teachers are also confounded. But these two children are not the exception. Teaching to the test has done them no favours.” Teacher : “One thing’s for sure - retaining decent teachers is going to become more of a problem. The attractions of supply teaching are becoming much more compelling.” Teacher trainer : “The current deprofessionalisation and mechanisation of teaching will have serious negative consequences. Most teachers know how to teach better than the government does; all they need is time and freedom from too many constraints on their professional judgement.” Teacher : “How are we supposed to further the learning of children if we cannot further our own learning within our own context...?” Peter Frost, Chief Exec of National Primary Trust

31. AngliaCampus : Links To Other Sites raising standards Setting Targets Newsletter 5, January 2000. raising standards- Setting Targets - Support Pack Special Educational Needs. http://www.angliacampus.com/public/teach/edma/scotschl/page06.htm

Links to other sites The following sites are published by the Scottish Office and are useful to schools wishing to raise standards. Each site deals with a different area and consultation is extremely useful. Raising Standards - Setting Targets Newsletter 5, January 2000 Improving Our Schools - report on the consultation Raising Standards - Setting Targets - Support Pack: Special Educational Needs Standards and Quality in Secondary Schools 1995-1999: Mathematics ... Setting Targets - Raising Standards in Schools, March 1998

32. AngliaCampus : Raising Standards On-Line AngliaCampus Advert. Search Eduction Matters. raising AttainmentA Year to Deliver. A paper by John Graham. Contents. Autumn Term; http://www.angliacampus.com/grwn/teach/edma/diaryjg/

Raising Attainment: A Year to Deliver A paper by John Graham Contents Autumn Term Autumn Term continued Spring Term Summer Term ... Results day

33. Raising Standards-Setting Targets- Support Pack: Special Educational Needs: Page educational needs within the raising standards _ Setting it to demonstrate successin raising attainment. Staff teamteach, with individual teachers planning http://www.scotland.gov.uk/library2/doc10/rssp5-02.asp?textonly=TRUE

34. Improving Our Schools : to maintain a register of teachers qualified to teach in Scotland;; to determinewhether a teacher has a) the role of the GTC in raising standards and enhancing http://www.scotland.gov.uk/improvingschools/docs/iosc-02.asp

Your Views Consultations Education Department Improving our Schools Home Search Contacts Site Map Papers published by Scottish Executive Main Consultation Paper (July 1999) Summary of Consultation Paper (July 1999) Consultation on General Teaching Council (July 1999) General Teaching Council Review Report (June 1999) Report on the Consultation (Jan 2000) Report on the Consultation (Summary) (Jan 2000) Consultation on National Priorities (May 2000) Contact Us... By letter of email Discussion Forum Related External Web Sites Standards in Scotland's Schools Act 2000 Scottish Council for Educational Technology SCET Forum on Improvement in Scottish Education Bill Consultation on the General Teaching Council for Scotland < Previous Contents Next > SECTION 1 Introduction to keep under review standards of education, training and fitness to teach appropriate to those entering the teaching profession and to make recommendations to Scottish Ministers on these and associated matters; to advise Scottish Ministers on teacher supply and teacher education and related matters;

35. Bank Street College raising expectations does not mean setting them so high that If all of our effortsto raise standards get reduced If we force our teachers to teach only to the http://www.bnkst.edu/html/news/speeches/01riley.html

36. Wales - Primary Education And Literacy raising standards of Literacy in Primary Schools (1998). Welsh primaries' standardssoar, but worries remain about Welsh primaries teach too little (22.10.99). http://www.literacytrust.org.uk/Update/Wales/primary.html

Welsh primary education and literacy Government approaches Wales' attitude towards the Literacy Hour Revised National Curriculum (April 2000, includes English) Raising Standards of Literacy in Primary Schools (1998) What the inspectorate (Estyn) says Estyn says Welsh schools doing well (Feb 2002) Welsh primaries' standards soar, but worries remain about secondaries and boys Welsh primaries teach too little Attitude towards league tables Welsh consultation on league tables Welsh primaries 'teach too little' More than half of Welsh primaries are giving less teaching tome to their seven to 11-year-old pupils than the government recommends. This makes it hard for them to cover the national curriculum effectively according to a discussion paper from Estyn, the Welsh inspectorate. Teachers in schools where teaching time falls below the weekly minimum have difficulty in hearing all their younger pupils read, the report says. At Key Stage 2 such schools do not pay enough attention to pupils' literacy and numeracy.

37. Approaches To Literacy In Wales - Index The role of LEAs in raising standards of literacy a summary report based on LEAinspections Welsh primary schools are not expected to teach the literacy hour. http://www.literacytrust.org.uk/Update/Wales/

Approaches to literacy in Wales "I don't need a league table to tell me that performance will be better in one of our richer communities than one of our poorer ones." Jane Davidson, education minister for Wales, from an interview in the Financial Times, June 2002. Update and news Wales update - recent news about literacy from Wales Background to education in Wales Background to education in Wales Summary of how education in Wales differs from England For further information see www.Wales.gov.uk Statistics Standards of literacy in Welsh Schools Key issues Welsh Government approaches Playing sociably to dominate Welsh early years curriculum The Learning Country Primary education and literacy in Wales Secondary education and literacy in Wales ... The role of LEAs in raising standards of literacy : a summary report based on LEA inspections conducted during 1999 Welsh Education White Paper - BEST (July 1997) Approach to ICT and literacy in Wales Classes in Welsh poised to spread Initiatives A whole community approach The Newport literacy team reports on their successes over the last four years - article from

38. Spring '99 -- Standards Of Learning: Beyond The Debate quality of education can also be improved by raising standards. (New Era teachereducation program leave here prepared to teach the standards, Cohen says http://curry.edschool.virginia.edu/centers/foundation/newsletter/sp99/sol.htm

SOL Standards of Learning: Beyond the Debate A CROSS THE NATION, AT ANY GATHERING OF EDUCATORS, THE MOST pressing issue of the day concerns higher standards. One case in point is Virginia, where recently implemented and tested Standards of Learning have everyone buzzing with questions: Is testing students the best way to test schools? How do passing scores get set? What happens if a school loses its accreditation? How are teachers held accountable? The Commonwealth is part of a national trend toward standards-based education. More than half the states are using standardized tests to apportion rewards and penalties to students, schools, and teachers. In an effort to address this trend, the Curry School of Education is preparing teachers to incorporate the Standards of Learning, or SOLs, into their classes. "Colleges and universities have to be part of the solution to the problems in public education," Curry School's Dean David Breneman says. "We cannot afford to point fingers and say, 'Why don't they fix it?' Our faculty is committed to preparing pre-service teachers to apply the Standards." Background The standards movement began in Virginia in the face of alarmingly high failure rates. For example, nearly one in three sixth-graders in Virginia public schools failed to pass all parts of the most recent Literacy Passport Test, which measures the most rudimentary levels of reading, writing, and math skills. This failure rate has not improved at all in the 10 years it has been given.

39. Put Teachers To The Test the most important questions If we are raising standards for students t we also needto raise standards for teachers whatever they are supposed to teach students http://www.edexcellence.net/library/tchtest.html

Put Teachers to the Test By Diane Ravitch The Washington Post February 25, 1998 Last summer, a suburban school district in New York advertised for 35 new teachers and received nearly 800 applications. District officials decided to narrow the pool by requiring applicants to take the 11th-grade state examination in English. Only about one-quarter of the would-be teachers answered 40 of the 50 multiple-choice questions correctly. As Congress considers reauthorization of the Higher Education Act, teacher education has emerged as a major issue. Many states and now President Clinton are clamoring to reduce class size, but few are grappling with the most important questions: If we are raising standards for students, don't we also need to raise standards for teachers? Shouldn't state and local officials make sure that teachers know whatever they are supposed to teach students? Almost every state claims that it is strengthening standards for students, but the states have been strangely silent when it comes to ensuring that teachers know what they are supposed to teach. Most instead certify anyone with the right combination of education courses, regardless of their command of the subject they expect to teach, and many states require future teachers to pass only a basic skills test.

40. Raising The Bar For Pennsylvania's Teachers raising QUALIFYING SCORES We have already begun to raise the in order to be licensedto teach in public time to prepare for these higher standards, but we http://www.edexcellence.net/better/tchrs/11.htm

Raising the Bar for Pennsylvania's Teachers Eugene W. Hickok and Michael B. Poliakoff Pennsylvania's ninety-one teacher education programs produce nearly 12,000 new teachers every year. Every one of the Commonwealth's nineteen publicly supported universities has a teacher education program. The state has now also made a strong commitment to its new alternative certification program, which is designed to bring individuals with high academic qualifications to the public schools without requiring them to seek formal training in education, a program that may, at first glance, seem dismissive of teacher preparation programs. Yet Pennsylvania continues to see a role for colleges of education in the preparation of new teachers, if they can ensure that their programs produce candidates who are academically qualified to teach their subjects. For this reason, Governor Tom Ridge's Teachers for the 21st Century program includes both alternative certification and the reform of traditional teacher education programs.

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