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Interactive Chapter Tutorial

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Chapter 1: Contexts of Learning

The 14-19 Implementation Plan published at the end of 2005 charged providers in every area with the creation and strengthening of local 14-19 partnerships by Autumn 2006, led by Local Authorities with local Learning and Skills Councils. The guidance material sets out for Local Authorities, local Learning and Skills Councils and other stakeholders what makes a successful partnership, based on the experience of the 14-19 pathfinders, summarises the key tasks for partnerships in delivering the changes ahead and explains the funding that is available.

The 14-19 Implementation Plan can be found at:

https://www.education.gov.uk/publications/standard/publicationDetail/Page1/UOB%202037%202005

The authors pose the question, ‘What are academies?’. This question is answered on the Department for Education and Science site in the following terms.

‘Academies are all-ability, state-funded schools established and managed by sponsors from a wide range of backgrounds, including high performing schools and colleges, universities, individual philanthropists, businesses, the voluntary sector, and the faith communities. Some are established educational providers, and all of them bring a record of success in other enterprises which they are able to apply to their Academies in partnership with experienced school managers.’

The page can be viewed at:

http://www.education.gov.uk/popularquestions/schools/typesofschools/a005582/what-are-academies

Follow up your reading of this page by reading the HMG’s latest thinking at: http://www.education.gov.uk/schools/leadership/typesofschools/academies

A further development in this area is that of ‘Free Schools’, these are described and discussed at:

http://www.education.gov.uk/schools/leadership/typesofschools/freeschools

The document; ‘World Class Skills: Implementing the Leitch Review of Skills in England’ which is referred to in chapter one can be found at:

http://www.dius.gov.uk/worldclassskills.pdf

Chapter 2: Communities of Learners

Communities of Practice: a brief introduction

http://www.ewenger.com/theory/

The chapter begins by discussing Etienne Wenger’s concept of ‘Communities of Practice’, asserting that, ‘The rise of individualistic values has meant that learning is now seen as an individual journey taking place within an institutionalised system bearing little relation to our lives (Wenger, 1998).
Wenger’s site begins by providing a brief introduction to the concept which he describes as, “Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” He discuses the term making clear that our usual use of “community” needs to be examined critically. A neighbourhood for example, whilst often described as a community is not one of shared practice. In order to qualify for the term, he argues, three characteristics are crucial; these are, The Domain, The Community and The Practice.

Visit the site and consider how such a definition may inform your own thinking. Does the context in which you work qualify to be a “community of practice”, if so, in what ways?

Lewisham College

http://www.lewisham.ac.uk/

Lewisham College’s site declares it to be, ‘No ordinary College’. Whether it is or not you will have to judge, what is clear is that it provides some interesting case study material; an example of this can be found at:

http://www.lewisham.ac.uk/media/92063/spotlight_issue2.pdf

Download the document and examine Section Six ‘Study Buddies’. Consider the claims that this system provides mutual benefits for both study buddy and student which include:
  • the improvement of communication skills;
  • gaining confidence in the subject matter;
  • a greater understanding of the learning process.

James Atherton’s Site

If you want to know who James Atherton is - in fact he suggests that you will find out more than you want to know - you can find this at:

http://www.doceo.co.uk/me.htm

Visit the site and locate the page on which Atherton discusses ‘Legitimate Peripheral Participation’ which he describes as, ‘a clumsy phrase which is the central principle of a quite different kind of learning theory, situated learning.’

Locate the page at:

http://www.learningandteaching.info/learning/situated.htm

Consider the three key words in turn.

Do you agree with the argument made?

The Tomlinson Report

https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DfE-0976-2004

The Working group for 14-19 Reform (2004) was chaired by Mike Tomlinson and became generally known as the ‘Tomlinson Report’, the report is available online.

Examine the report and decide whether, in the words of the authors, constant assessment, ‘puts great pressure on teachers to focus on the product rather than the process and consequently prevents them from implementing a more inclusive model of learning’.

Chapter 3: Values to Promote Learning

The ONS Longitudinal Study

Visit http://www.statistics.gov.uk/ and search for 'Population Trends - The long shadow of childhood: associations parental social classown social class educational attainment first birth results ONS Longitudinal Study'.

Buxton, J., Clarke, L., Grundy, E. And Marshall, C (2004) ONS Longitudinal Study ‘ Social class own social class, educational attainment and timing of first birth: Results’ London: Centre for Longitudinal Studies is introduced with the following words:
‘The long shadow of childhood: associations between parental social class and own social class, educational attainment and timing of first birth; results from the ONS Longitudinal Study.’

  • Locate the document and consider the key findings on page ten.
  • Are they what you would predict?
  • Do the findings match your own experiences?

The Nuffield Foundation

http://www.nuffieldfoundation.org/14-19review

The Nuffield Foundation is a charitable trust set up in 1943 by William Morris (Lord Nuffield). The foundation aims to ‘advance social well being’. It is not funded by the Government, but by the returns on its own investments. The Nuffield review of education 14-19 was a 6-year independent review of 14-19 education and training, which concluded in 2009 and can be found online at the above link.

The archive website for strategy integration in North East England

http://www.viewnortheast.co.uk/document.asp?id=680&pageno=2&extlink=546

[In the words of the website] the strategy integration in North East England website, ‘provides an archive of the Leaders' Board strategy integration role in relation to regional planning, housing, transport, scrutiny and sustainable development which ceased in 2010. It holds information about the Regional Spatial Strategy (RSS) adopted 2008 and the evidence which informed the development of this. It is also an archive of the work of the North East Assembly (NEA) which was disbanded in April 2009’.
The link provided is to a useful document produced by Northumbria University Centre for Policy Research which is referred to in the chapter text. The document by Craddock et al. is entitled, ‘Young people’s attitudes to education III.

Lifelong learning UK

http://www.lluk.org/

The site text declares it to be, ‘the independent employer-led sector skills council responsible for the professional development of staff working in the UK lifelong learning sector.’ The site is easy to navigate and has a useful drop-down menu to key projects.

  • Locate the professional standards for teachers, tutors and trainers in the lifelong learning sector at: http://www.excellencegateway.org.uk/node/57
  • Retain the document to support your understanding of the arguments made in chapter three.

Chapter 4: Development and Learning

Fair Sentencing for Youth

http://www.fairsentencingforyouth.org/

The website for this USA-based organisation declares that, ‘Fair sentencing for youth means recognizing that young people are different from adults and our courts and laws should treat them that way. Justice for youth means accountability with the chance to turn around.’
It is suggested in the chapter that, ‘The MacArthur Foundation Research Network on Adolescent Development and Juvenile Justice in the USA has conducted research that suggests that adolescents should be dealt with differently in the juvenile system.’

  • Locate the site, if you feel that it will be of future or continuing interest, join their mailing list.
  • At the time of writing the site features a number of videos which may be of interest.
  • View the videos, and/or examine the site and consider the views expressed. What are your views, for example about mitigating circumstances when deciding punishment?

The Youth Justice Board (YJB)

http://www.yjb.gov.uk The Youth Justice Board for England and Wales (YJB) is an executive non-departmental public body. Links from the homepage explain the YJB’s function and activities. Many schools operate restorative justice systems. The aims of restorative justice, as noted by the YJB, in schools are intended to, ‘reduce offending, bullying and victimisation, and to improve attendance. Restorative justice enables offenders and victims to communicate and agree on how the harm caused by offending behaviour is to be repaired’.

Download ‘Restorative Justice in Schools’ from the site. This is available at: http://www.yjb.gov.uk/Publications/Resources/Downloads/RJ%20in%20Schools.pdf Locate the case study in which a student was withdrawn from school after repeated episodes of bullying. Having read the case study, identify a situation that you, a friend or a colleague have experienced where a restorative justice could have helped. Who would have benefited from this intervention and how?

University of Oxford

http://www.ox.ac.uk

The chapter discusses the growing debate regarding the links between neuroscience and education.

Locate the page which discusses the way in which learning a new skill, in this case juggling, changes the plasticity of the brain. The page can be located at; Having read the page and consulted the chapter consider what the implications are for your work with students in the 14-19 age range.

Act for Youth

http://www.actforyouth.net/ The ‘Act for Youth’ site - formerly the ‘ACT for Youth Center of Excellence’ programme - is based in New York State. The site contains a number of useful features including a publications section. A useful publication, ‘Research Facts and Findings: Adolescent Brain Development’, is referred to in the chapter text.

Chapter 5: Learners as Individuals

Training and Development Agency for Schools (TDA)

http://www.tda.gov.uk The Training and Development Agency for Schools (TDA) is the national agency and recognised sector body responsible for the training and development of the school workforce. The website declares its guiding vision to be, ‘developing people, improving young lives’.

14-19 Diploma Support

http://www.diploma-support.com At the time of writing the centrally funded 14-19 support programme has finished in its current form. Face-to-face support and support provided at a regional level are no longer available. The Department for Education will provide advice to schools regarding developments in future developments of central support, if any, may be available from September onwards. The site encourages schools to take advantage of training and development opportunities that are available from other sources.

Locate and register with the site - in this way you will be able to remain up to date with developments.

Qualifications and Curriculum Development Authority (QCA)

http://www.education.gov.uk/aboutdfe/armslengthbodies/a00200461/qcda At the time of writing the new Government had just announced its intention to close QCDA as part of its wider reform of education. While most of its work will be transferred or come to an end, the QCDA will continue to deliver some elements for the short to medium term.

The QCA’s key priorities between September 2010 and the end of March 2011 were: To prepare for the closure of the QCDA and to working with the Department for Education and other bodies to ensure the appropriate transfer of functions. Statutory national curriculum assessment will continue after the abolition of the QCDA; this key function of its work will be transferred presumably to the DfE.

14-19 Links Document – Diplomas

The chapter provides a comprehensive set of links to National websites about Diplomas. Here is a sample:

Department for Children, Schools and Families - 14-19 website

http://webarchive.nationalarchives.gov.uk/20081105174430/dcsf.gov.uk/publications/

UK Commission for Employment and Skills

http://www.ukces.org.uk/qualifications

National Database of Accredited Qualifications (NDAQ)

http://webarchive.nationalarchives.gov.uk/20100118075135/accreditedqualifications.org.uk/index.aspx

Diploma Development Partnerships:

Locate an appropriate DDP by following one of the links:

Construction and the built environment

http://www.cbediploma.co.uk/

Creative and media

http://www.skillset.org/qualifications/diploma/

Engineering

http://www.engineeringdiploma.com/

Information technology

http://www.e-skills.com/diploma

Society, health and development

http://www.skillsforhealth.org.uk/diploma/

Chapter 6: Teachers' Knowledge and Development

Excellence Gateway

http://www.excellencegateway.org.uk/page.aspx?o=home The Excellence Gateway declares itself to be, ‘... the leading online service for everyone who works in the post-16 learning and skills sector in England. With quality improvement at its core, the Excellence Gateway offers you an unrivalled breadth of resources, support and advice, and opportunities to participate and share good practice’.

The site provides a range of useful links by way of a ‘Quicklinks’ section.

Locate the site and explore the links to:

1. Ofsted Good Practice Database and through this to the ‘Good Practice examples’ at; http://www.excellencegateway.org.uk/page.aspx?o=gpd.goodpracticeexamples

2. Learner-Centred Self-Assessment http://www.excellencegateway.org.uk/page.aspx?o=lcsa

3. Discussion Tools http://www.excellencegateway.org.uk/page.aspx?o=gpddiscussion

4. Taxonomy of Issues http://www.excellencegateway.org.uk/page.aspx?o=taxonomy

Connexions Direct

http://www.connexions-direct.com/ The homepage indicates its audience in the site’s welcome message: ‘Are you 13-19? If so, Connexions Direct can offer you all the information and advice you need to make the decisions and choices in your life.’

Locate the ‘Want Advice’ section and note the differing means of obtaining advice.

Does the flexibility in communication means available raise issues for you and your work and studies?

Edexcel

http://www.edexcel.com/Pages/Home.aspx Edexcel is a Pearson company. It is the UK's largest awarding body offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning in the UK and internationally. Details of the Diploma program offered by that board can be found at: http://www.edexcel.com/quals/diploma/Pages/default.aspx

Chapter 7: Environments for Learning

Teachers TV: Howard Gardener - Future Minds

http://www.schoolsworld.tv/node/1254 In the context of this chapter you may want to look at this lecture given by Howard Gardener. It is one in a series filmed at the RSA in London. In the lecture Gardener examines the mental capacities needed for the future in a globalised world. The lecture was followed by a question and answer session - this is supported with a very useful transcript.

Locate the broadcast and either watch it online or download it for future use. To do this you will need to be registered with the site. The video is distributed in line with the Creative Commons license.

Sunderland Futures Centres

http://www.sun1419.net/_explore/home_explore.html The book provides a range of case studies, an example of which is one related to the Harraton and Pallion Centres. The Centres have been designed to offer students in Sunderland broader learning opportunities within their home school option choices. The site is focussed on the needs of the user both in terms of content and accessibility.

Office for Standards in Education

http://www.ofsted.gov.uk/ Ofsted is the Office for Standards in Education, Children’s Services and Skills. Their statutory function is to, ‘regulate and inspect to achieve excellence in the care of children and young people, and in education and skills for learners of all ages.’ (Source: Ofsted ‘About Us’ page)

The site provides access to a range of institution specific and thematic reports. One such reports on a survey of the development and use of Virtual Learning Environments (VLEs) in educational settings. It reminds readers that, 'there is an expectation that VLEs will form a significant part of the next generation's experience of learning.’ The survey evaluates how VLEs are developing within a selection of providers.

Access the report which is downloadable in both WORD and .pdf formats and consider both your and your learners experiences of VLEs in line with the survey findings.

http://www.ofsted.gov.uk/resources/virtual-learning-environments-evaluation-of-their-development-sample-of-educational-settings

Every Child Matters: Information Sharing

https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DfES%200672%202003

Every Child Matters (ECM) is (as outlined on the site) “a shared programme of change to improve outcomes for all children to improve outcomes for all children and young people. It takes forward the Government’s vision of radical reform for children, young people and families.” Whilst the election of a coalition Government in May 2010 will bring about policy changes and directions, the site remains active and provides a source is useful information.

Look for example, at the ‘Key Research” section.

Select a theme to examine and use this as a starting point for your own personal research portfolio. As an example, a simple search for ’14-19’ yields 179 results. Carry out a search of your own and consider how useful these are to your own circumstances.

Search for ‘workforce reforms’

You may want to access the ‘2020 Children and Young Peoples Workforce Strategy’ available at:https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DCSF-01052-2008

Consider the post-election developments in light of the 2008 ‘Government's vision that everyone who works with children and young people should be:

  1. Ambitious for every child and young person
  2. Excellent in their practice
  3. Committed to partnership and integrated working
  4. Respected and valued as professionals.

Chapter 8: Learning Styles

Learning Skills Research Centre

http://www.lsrn.org.uk/ ‘In recent years government supported the development of evidence-informed policy and the use of research to improve practice. A number of major research centres were established by the DfES, which focus on all phases of education. The Learning and Skills Research Centre was sponsored by the DfES and LSC to focus solely on post-16 learning. The LSRC was located at and managed by the Learning and Skills Development Agency (LSDA). It drew on the expertise of the LSDA's Research Directorate and research services. The LSRC's programme of work was conducted by external suppliers and partners from the research community, guided by the LSRC's Advisory Forum and the LSDA's Research Managers.

In 2006 the LSDA split to form two new organisations: QIA (subsequently merged with CEL to form LSIS) and the Learning and Skills Network (LSN) which includes the former LSDA Research Department and its Research Centres. At this time some existing LSDA contracts expired including the LSRC contract.’ [text taken from the LSRC website]

Locate the site and examine one or more of the 42 research reports available on the site by searching the database.
Download any that may be of future use.

Applied learning case studies PDF

This document contains 15 case studies that illustrate applied learning in action. They are designed to support practitioners and curriculum managers in their planning and delivery of the Diploma. At the time of writing this useful document is still available on the QCDA website.

Visit the QCDA order line page available at:http://orderline.qcda.gov.uk/

Locate the document and order a free copy or download it in .pdf format.

The Encyclopaedia of Informal Education (INFED)

http://www.infed.org/hp-cont.htm Who and what INFED is, their remit and status can be examined at the link above. A page on the site related to the topic of ‘Androgy’ deals with the work of Malcolm Knowles. The page is referred to in the chapter text can be located at: http://www.infed.org/lifelonglearning/b-andra.htm

  • Locate the page and examine the argument.
  • Do you consider that the distinction made between pedagogy and androgy is valid?
  • Can you question it?
  • Question it.

Chapter 9: Behaviour for Learning

TeacherNet

https://www.education.gov.uk/publications/standard/publicationDetail/Page1/TTV-00943-2009

TeacherNet is designed by Department for Children Schools and Families as a resource to support the education profession. To use the site effectively you need to register with the site either as an individual user or by entering your establishment details into the Educational Database (EduBase). By doing this you can receive email alerts to new materials as they become available and can order publications online through a one-click facility.

Navigation down the left side takes you through to an extensive set of “useful links”. These are divided into broad categories including:

  • Teaching and Learning
  • Management
  • Research
  • Video Channel - to use this channel effectively ensure that you have either Flash player, Window media player 10 or Silverlight installed in your browser. The site (at .../videochannel) have clear instructions and the appropriate links to enable you to do this quickly and effectively.

Locate TeacherNet and register with the site.

Update your registration details to include - if you wish - the manner in which you want to receive email contacts.

Locate the videochannel, and ensure that you can play the videos.

TeacherNet: Online Publications

http://publications.teachernet.gov.uk/ The publications section of the site is particularly useful as it is a useful central source for important materials. The left-side menu provides a particularly useful “Using this site” overview.

Social and Emotional Aspects of Learning for secondary schools (SEAL): Guidance booklet

http://nationalstrategies.standards.dcsf.gov.uk/node/157981?uc=force_uj Guidance about social and emotional aspects of learning for secondary schools. Secondary SEAL is a whole school approach to promoting social and emotional skills that aims, when fully implemented, to involve all members of the school and all aspects of school life.

Behaviour4Learning

[Now archived] The site provides access to the research & evidence base informing teacher education. All materials are quality assured through a rigorous process of academic scrutiny and monitoring undertaken by a team of expert teacher educators.
The behaviour 4 learning website is full of useful information – in particular a video that shows how a teacher can escalate a situation instead of diffusing it. This is even more interesting given the time the video was made in 1947 – how little things really change!

View the video at: http://bcftcschildhoodeducation.blogspot.ca/2011/01/maintaining-classroom-discipline.html

Chapter 10: Assessment for Learning

The Assessment Reform Group (ARG)

http://www.assessment-reform-group.org/

The ARG originated in 1989 as the policy task group on assessment. The site includes helpful and practical downloads for teachers,

Locate the site and find the link to the Nuffield research ‘Assessment Systems for the Future: the place of assessment by teachers (ASF)’ at: http://www.assessment-reform-group.org/ASF.htmlM

 

The National Strategies

http://nationalstrategies.standards.dcsf.gov.uk/secondary The National Strategies site which is part of the current Department of Education site provides a range of useful materials and resources including targeted secondary material for assessment.

Dylan Wiliam

http://www.dylanwiliam.net/“Dylan Wiliam is Deputy Director of the Institute of Education, London. In a varied career, he has taught in urban public schools, directed a large-scale testing program, served a number of roles in university administration, including Dean of a School of Education, and pursued a research programme focused on supporting teachers to develop their use of assessment in support of learning. William holds strong views on the current assessment system believing that it only suits some pupils while alienating others”. You can see him in discussion with Estelle Morris, ex-Secretary of State for Education, at:http://www.teachers.tv/video/26038

You can also see his series of ‘talking-head’ movies on the Learning and Teaching Scotland site, an example of which can be found at: http://www.journeytoexcellence.org.uk/videos/expertspeakers/formativeassessmentdylanwiliam.asp

Visit the LTS site and examine the range of videos available.

Note that you can also download the videos in Quicktime and iPod versions together with transcripts of the videos.

Locate and download the document, ‘Raising Standards Through Classroom Assessment’, which is available online at: http://www.collegenet.co.uk/tools/download/inside%20the%20black%20box_23_doc.pdf

Association for Achievement and Improvement through Assessment (AAIA)

http://www.aaia.org.uk The AAIA site declares that, ‘Assessment for learning is fundamental to the development of independent learners. Through 'the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there' (ARG 2002) assessment for learning encourages pupils to take ownership of their learning.’ The site can be accessed from the above link.

The Assessment Reform Group (ARG)

The Assessment Reform Group declares that, ‘Assessment is used in many ways in education. A good deal of attention is now given to its use in helping teaching and learning, described as assessment for learning (AfL), or formative assessment. Here the focus is on assessment of learning, or summative assessment, which is used to summarise what pupils know or can do at certain times in order to report achievement and progress. Since 2002 there has been a noticeable willingness in some assessment policy statements in the UK to consider alternatives to using external tests for summative assessment of pupils’ performance.’

Locate the site and download a copy of the useful booklet, ‘The role of teachers in the assessment if learning’, which is available at:http://assessment-reform-group.org/?s=The+role+of+teachers+in+the+assessment+if+learning

Locate the site and download a copy of the useful booklet, ‘Assessment for learning: 10 principles’ which is available at: http://assessment-reform-group.org/?s=Assessment+for+learning%3A+10+principles

Learning and Teaching

James Atherton’s site provides a useful discussion of the distinctions between deep and surface learning.

Locate the site page at: http://www.learningandteaching.info/learning/deepsurf.htm

Examine the site page and consider the implications of the two approaches.

Can you make connections with the concept of ‘Communities of Practice’.

Chapter 11: Reflecting on Learning

The Institute for Learning (IfL)

http://www.ifl.ac.uk/ The Institute for Learning is the professional body for teachers, trainers, tutors and student teachers in the lifelong learning sector. If appointed in the sector after September 2007, you will be required to gain one of the new teaching qualifications, progress to licensed practitioner status and remain in good standing by undertaking and recording 30 hours of Continuing Professional Development (CPD). At the centre of this process of professional formation is the notion of reflective practice and the IfL tool used for recording this reflection is called ‘Reflect’.

The site describes this as, ‘an online personal learning space for members. It enables you to plan, record and assess the impact of CPD on your practice.’

Locate the site and examine the tool at: http://www.ifl.ac.uk/cpd/reflect

Whatever your professional status as trainee or teacher in the sector, you would be advised to join the IfL and gain full access to the Reflect process.

Reflective Teaching

http://rtweb.info/ This is the site associated with Andrew Pollard’s (editor) two books, ‘Reflective Teaching’ and ‘Readings for Reflective Teaching’. The site provides an extensive bibliographical information for readers who want to take their thinking further and deeper. At time challenging, this is arguably the definitive text on reflectivity in teaching.

Chapter 12: Investigating Learning

The National Centre for Languages (CILT)

http://www.cilt.org.uk/home.aspx CILT declares its purpose as, ‘to convince people of all ages, at all stages of learning and in all walks of life, of the benefits of learning and using more than one language. We do this by using our expertise as the National Centre for Languages to influence policy, spread best practice and to support the development of language professionals’ [source: ‘About Us’ page].

Locate the site. Establish a research question related to the development of language teaching in your work context.

Examine the research section of the site to and identify useful research material which may help to answer your question.

The chapter suggests the following research question, ‘How can I use more target language in my GCSE Spanish sessions?’

It further suggests that, ‘Consulting language journals is useful to gain access to research from practitioners and researchers. For example articles on ‘Value added Modern Languages in the classroom: an investigation into how teachers’ use of classroom target language can aid pupils’ by Crichton, 2009 or ‘The use of target language at GCSE’ by Buckby, 1999, both in Language Learning Journal can be informative for the topic of ‘Target Language’.

The research section of the CILT site can be found at: http://www.cilt.org.uk/home/research_and_statistics.aspx

The following bodies and institutions may enable the researcher to formulate, support and fund a potential piece of research:

The Higher Education Funding Council for England

http://www.hefce.ac.uk The Higher Education Funding Council for England (HEFCE) distributes public money for teaching and research to universities and colleges. In doing so, it aims to promote high quality education and research, within a financially healthy sector. The Council also plays a key role in ensuring accountability and promoting good practice.

The Research Inform Teaching project is aimed at linking research to teaching more closely in Higher Education. The Higher Education Funding Council (HEFCE) also funds research projects in Further Education institutions offering Higher Education courses. For further information visit the HFCE website.

Centre for the Use of Research and Evidence in Education (CUREE)

http://www.curee-paccts.com/home CUREE declares itself to, ‘works at the leading edge of research and evidence-informed educational policy and practice. Our mission centres on promoting the use of evidence by building bridges between academic research and professional practice... In the post-16 sector we support the Learning and Skills Improvement Service (LSIS) to improve teaching and learning with Inside Evidence, a termly print and electronic research and evidence digest.’

The National Teacher Research Panel (NTRP)

The National Teacher Research Panel offers research participation to current research in 14-19 education context, but could also sponsor a research paper.

The NTRP can now be located at the Department of Education site: http://www.education.gov.uk/schools/careers/traininganddevelopment/research-informedpractice/ntrp

Teacher Learning Academy (TLA)

http://www.tla.ac.uk The TLA research site, provides high quality summaries of research findings and more detailed anthologies. The site contains more than 50 summaries, each appraised, selected and produced for the GTC's Research for Teachers series by the Centre for the Use of Research and Evidence in Education (CUREE).

Visit the TLA site.

Read and consider the suggestions related to Professional Development.http://www.tla.ac.uk/site/Pages/RfT.aspx

The Institute for Learning (IFL)

http://www.ifl.ac.uk The IFL is the professional body for teachers and trainers in further education (FE) and skills welcomes post compulsory education practitioners’ involvement with research and will ‘support practitioners to develop their own research skills and conduct action research’ (IFL ‘s 5 year strategy).

Visit the site and locate the IFL ‘Policy Hub’ at:http://www.ifl.ac.uk/ourvoice/research-and-policy-hub which, ‘brings together the latest research from IfL and other further education (FE) and skills organisations to inform your professional practice, as well as providing a forum for you to influence national policy through consultations, enhancing the collective voice of IfL members.’

It might also be worth checking with local universities to see if they have any conferences you could disseminate your research to. Most Higher Education Teacher Training or Education Studies departments have in interest in teacher-research.

Chapter 13: Collaborating to Promote Learning

The Higher Education Academy

http://www.heacademy.ac.uk/ Declares that, ‘We work with UK universities and colleges, providing national leadership in developing and disseminating evidence-informed practice about enhancing the student learning experience.’

Locate the site and search for the Tomlinson Report. The keyword search terms ‘Tomlinson’ and ‘Report’ will locate both the report and a range of useful accompanying documents.

The Tomlinson Report

The Tomlinson Report can be found on the Higher Education Academy (HEA) website.

The Tomlinson report was published 18th October 2004 and is concerned primarily with ensuring that ‘all young people are equipped with the skills and knowledge they need to succeed and progress in education, employment and adult life.’ (Working Group on 14-19 Reform – press notice, 18/10/04). It is envisaged that the reforms will occur over a five to ten year period and a government White Paper on the proposals is expected to be published early in 2005 (see Postscript to this briefing paper). The working group consulted widely with schools, colleges, universities, employers and young people in the preparation of the report; this consultation process is set to continue as the diploma framework is developed.

14-19 Pathfinders: Evaluation Report

http://www.education.gov.uk/research/data/uploadfiles/ACF12AB.pdf

This report on the national evaluation of the first year of the Phase One 14-19 pathfinders, funded by the Department for Education and Skills (DfES) and the Learning and Skills Council (LSC), describes the progress made by the twenty-five Phase One pathfinders and also a number of partnerships not funded through the pathfinder programme and raises key issues from the evaluation.

Cornwall College

http://www.cornwall.ac.uk Cornwall College has made extensive use of collaboration in a positive way to provide 14-19 and especially 14-16 opportunities. On its website collaboration is highlighted from the point of view of promoting learning: ‘As the 14 - 19 agenda gathers pace it is important for Cornwall College to provide opportunities to learners and schools in order to make learning more flexible at Key Stage 4, as well as provide flexibility post 16.’ The chapter makes use of a case study developed from the site.

The Nuffield Review

The Nuffield Foundation funded a six-year independent review of 14-19 education and training from October 2003 to September 2009. The Nuffield Review was carried out by a Directorate of Richard Pring and Geoff Hayward from the University of Oxford Department of Education, Ann Hodgson and Ken Spours from the Institute of Education, University of London, Jill Johnson from UCAS, Ewart Keep from SKOPE, based at Cardiff University and Gareth Rees from Cardiff University.

A discussion of the review can be found at: http://www.ox.ac.uk/media/news_stories/2009/090609.html

The Review has produced a number of publications including a series of Issues Papers, focusing on various topics within 14-19 education, and earlier Annual Reports. These publications, and papers commissioned by the Review, are available on this website under 'documents'.

Note. The Learning Skills Council (LSC) referred to in the chapter has now closed. It has been replaced by:

The Skills Funding Agency (SFA)

http://skillsfundingagency.bis.gov.uk/ Which declares its mission as, ‘to ensure that people and businesses can access the skills training they need to succeed in playing their part in society and in growing England’s economy.’

Locate the site and register for the Site’s RSS Feeds and Web Alerts services.

The Young People’s Learning Agency (YPLA)

http://www.ypla.gov.uk/ The YPLA was launched in April 2010 with the mission of championing education and training for young people in England. It does this by providing financial support to young learners, by funding academies for all their provision and by supporting local authorities to commission suitable education and training opportunities for all 16-19 year olds.

Locate the site and find out more about the ‘Learner Panel’.

Chapter 14: Including All Learners for Independent Learning

Youth matters

https://www.education.gov.uk/publications/standard/publicationDetail/Page1/Cm6629

July 2005 the then New Labour Government launched its Green Paper, Youth Matters, setting out proposals designed to improve outcomes for 13- to 19-year-olds. It proposed that young people should have:

  • more things to do and places to go in their local area, and more choice and influence over what is available;
  • more opportunities to volunteer and to make a contribution to their local community better information;
  • advice and guidance about issues that matter to them, delivered in the way they want to receive it;
  • better support when they need extra help to deal with problems.

Navigate to the page which can be found on the DcSF site and download a copy of the Green Paper.

Examine the links to the various sub-sections of the strategy document:

  1. What is Youth Matters? - Background information and context for Youth Matter.
  2. Targeted youth support toolkit - Targeted youth support arrangements will be implemented in all LAs by March 2008.
  3. Youth Opportunity Fund and Youth Capital Fund - The funds aim to empower young people and give them more choice and influence over provision and facilities.
  4. Things to do, places to go - Outlines new legislation containing duties on LAs to secure young people's access to sufficient positive activities and to provide information on positive activities.
  5. Financial support for 16- to 19-year-olds - Covers a number of measures designed to support and encourage young people to stay in training or learning.
  6. Connexions - Funding and responsibility for delivery of services will pass to 150 LAs working through children's trust arrangements by 2008.
  7. Information, advice and guidance - From April 2008 LAs will assume overall accountability for the quality of young people's information, advice and guidance.
  8. Volunteering - Following the Russell Commission report on youth action and engagement, the Government has set up a new charity, v, to support and enable young volunteers.

Not in Education Employment or Training (NEETs) Pilot Project

https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-RR065 A report on the NEET pilot project can be found at the link above.

Becta and the Next Generation Learning Awards 2009: winners

http://www.youtube.com/playlist?list=PLA129AACDEF66ED4F Becta was the government agency leading the national drive to ensure the effective and innovative use of technology throughout learning - they were closed as part of the coalition-government’s cost-cutting exercise; their site and resources have been archived and remain available. The Next Generation Learning Awards sought to identify and reward training providers in the FE and Skills Sector who are confident in the use of technology and are using it to make a difference to their learners' outcomes. These awards were designed to provide an opportunity to celebrate the achievement of all the winners and areas of innovation in the FE and Skills sector.

Multiverse

http://www.nationalarchives.gov.uk/catalogue/displaycataloguedetails.asp?CATLN=3&CATID=66106&j=1

The Multiverse site is very useful for teachers, trainees and associated professionals at all levels. It was funded by the TDA (Training and Development Agency for Schools) and has a strong focus on support and resources for NQTs working with pupils with EAL (English as an Additional Language) and those from minority ethnic backgrounds. Other areas relating to Travellers and Roma, asylum seekers and refugees and a range including social class and religious diversity matters are also explored and lesson resources as well as access to expert advice is available.

It is noted on the site homepage that, ‘the current contract for maintaining Multiverse has ended. However, the Training and Development Agency for Schools (TDA), is currently looking at ways to keep practitioners in touch with research and best practice. We will update this site once more information is available.’

Locate the site, examine the available resources and download those which appear relevant to your needs.

Centre for studies on Inclusive Education (CSIE)

http://www.csie.org.uk/ On its ‘About Us’ page CSIE states itself to be, ‘an independent centre, set up in 1982, actively supporting inclusive education as a human right of every child.

The site homepage contains an effective search tool which will allow you to access useful content.

Locate the page and navigate to the ‘Inclusion Charter’.

Equality Act (2010)

http://www.legislation.gov.uk/ukpga/2010/15/contents At the time of writing the site notes, ‘Changes to legislation: There are outstanding changes not yet made by the legislation.gov.uk editorial team to Equality Act 2010. Those changes will be listed when you open the content using the Table of Contents below. Any changes that have already been made by the team appear in the content and are referenced with annotations.’

Locate this important piece of legislation and use it for further research.

Consider the implications of the research for your work.

Chapter 15: A Teaching Repertoire

The Teaching and Learning Research Programme (TLRP)

http://www.tlrp.org/ The TLRP is the most extensive education research project ever undertaken in the UK; education research for the improvement of teaching and learning. Its website illustrates the Programme’s generic work from 1999 to 2009.

Technology Enhanced Learning (TEL)

http://www.tlrp.org/tel/ The ‘About Us’ page of the site declares its function as, ‘Technology Enhanced Learning (TEL) research aims to improve the quality of formal and informal learning, and to make accessible forms of knowledge that were simply inaccessible before. But research does not translate easily into practice, at school, in higher education or in the workplace. The forms of pedagogy that characterise learning in these settings have remained more or less invariant even when radical technologies have been introduced.’ The site provides access to a range of useful downloadable documents.

Locate the TLRP and note the connection between the two organisations. Note that the TLRP-TEL has continued funding to 2012.

A number of its projects are directly relevant to the 14-19 phase. The 2006 Commentary is a summary of the TLRP’s work. Section 3 ‘Teaching and learning in further education and their implications for 14 – 19 education and training’ is most relevant to this chapter. Locate the document either via a site search or directly from: http://www.tlrp.org/pub/documents/14-19%20Commentary.pdf

Harkin, J., (2007) Excellence in supporting applied learning London: LLUK

Alternatively, a keyword search of the TDA site using the terms ‘diplomas’+‘applied’+‘learning’ yields 270 hits at the time of writing. The ‘Publications Library’ is located at:

From which the report can be obtained. A paper derived from the research can be found on the TLRP site at: http://www.tlrp.org/pub/acadpub/Harkin2000.pdf

The report, authored by Joe Harkin Institute of Education, Oxford Brookes University, surveyed existing provision for those students at which the diplomas would be aimed, identifying good practice and a range of challenging issues which need to be managed if the diplomas were to be successful implying a strategy for workforce development.

Locate the document and read pages 33-48 which it is suggested are of particular interest.

Learning and Skills Network (LSN) (site search)

LSN (Learning and Skills Network) was an independent not-for-profit organisation in the United Kingdom. It provided consulting, outsourcing, research, technology and training services for learning and skills. It went into administration in November 2011.

Download the Frank Coffield’s 2008 pamphlet ‘Just suppose Teaching and Learning Became the First Priority...’ which is a call to create a world class learning and skills sector by transforming the culture of learning and teaching in sector institutions through the professionalization of tutors, the increased agency of learners and through improving the relationships between them.

An alternate source for the document is at:http://www.itslifejimbutnotasweknowit.org.uk/files/Coffield_IfOnly.pdf"

Chapter 16: Learning Technologies

The Learning Skills Network (LSN)

The LSN website supports their professional development programme for staff in the learning and skills sector and explains the work of Development Advisers, Associates and Development Consultants in the e-Learning and Technology team of the LSN. Latest news and information and CPD plus materials and ideas from the Learning Skills Network e-learning and technology team. LSN (Learning and Skills Network) went into administration in November 2011.

FutureLab

http://archive.futurelab.org.uk/ The pedigree of Futurelab is well known amongst colleagues involved in the area of Information and Communications Technology use and development. Its aims and affiliations are clearly stated on the organisation’s “about-us” page. This not-for-profit organisation draws together an impressive range of education, research and policy partners. It has a well-known history of effective research and innovative developmental work.

Locate Jim Ridgway and Sean McCusker’s ‘Literature Review of E-assessment’ which is available on the site at: http://archive.futurelab.org.uk/resources/documents/lit_reviews/Assessment_Review.pdf Download the document and read in parallel with the chapter.

A Day in the Life of Web 2.0

http://www.techlearning.com/article/45231 This article by David Warlick is available on the techlearning website. It describes how the latest powerful online tools can be harnessed to transform and expand the learning experience.

The document has an associated podcast.

The Encyclopaedia of Informal Learning (infed)

http://www.infed.org infed is an informal education site established in 1995. It is constructed as an independent venture by professionals and does not make profit. It is highly participative and heavily used. As well as being commended by Encyclopaedia Britannica, Adult Learning Australia, the Study Web and Schoolzone the site is now involved in the British Library archiving project and links to UNESCO/NCVER voced database, SOSIG (the Social Science Information Gateway)

Locate the site and follow the links for example to SOSIG at: http://www.ariadne.ac.uk/issue2/sosig/

National Learning Network (NLN)

http://www.nln.ac.uk/?p=Intro National partnership programme aims to increase the uptake of Information and Learning Technology (ILT) across post-16 education in England.

Locate and register with the site.

Chapter 17: Extending Partnerships

National Foundation for Educational Research (NFER)

http://www.nfer.ac.uk/

The NFER has, since its foundation in 1948, acted as (in the words of its articles of association) an “advisory board to the (now renamed) Department for Education and Skills, to Local Government Associations and to other statutory or non-governmental bodies on matters pertaining to research in education or grants for research purposes.”

It carries out national and international research, develops test materials and publishes reports based upon its own and the research carried about by other organisations and individuals. Its function is to provide a high-quality evidence-base to inform the educational decision making process.

NFER publications section

http://www.nfer.ac.uk/publications/ Provides a number of ways of browsing NFER reports and publications. For example, by ‘title’, ‘author’, ‘date’ or by the use of a “highlighted publications” feature. This latter feature allows you to see the cover of a number of documents in a manner reminiscent of the cover art feature seen in some computer and mobile phone applications.

Locate the site and Subscribe to NFERDirect, our email alert service, to find out when publications are released.

Search the site for the document, ‘The voice of young people: an engine for improvement? Scoping the evidence.’ This is also available for download from the CfBT site at: http://www.cfbt.com/evidenceforeducation/PDF/91151_VoiceOfYoungPeople.pdf

Excellence Gateway

http://www.excellencegateway.org.uk/ Further details of the case studies discussed in the chapter can be found on the Excellence Gateway site.

Creative Partnerships

http://www.creative-partnerships.com/research-impact/ Since 2002, Creative Partnerships has worked intensively with over 2,700 schools across England, 90,000 teachers and over 1 million young people. The page provides information on some of the key research around Creative Partnerships.

Locate the site and examine the evidence provided.

Follow the link to the Creativity, Culture and Education website for more detailed and further research. The direct link is: http://www.creativitycultureeducation.org/

Across the great divide

http://www.infed.org/biblio/partnerships_in_education.htm

Use the link to find Thoby Miller’s evaluation of the educational needs of young people. The document examines the professional insularities which exist between teachers and youth workers and consider how their respective inputs into the lives of young people might be developed into a partnership; and discusses the human tendency to identify by difference.

Chapter 18: Internationalising Learning: Global and Local

Célestin Freinet (1896-1966)

Célestin Freinet was born on October 16, 1896 in Gars, a small French village close to the Italian border. His work and thinking have been influential in the development of pedagogic approaches in some European systems.

Search online to examine his approaches to learning:

  1. Pedagogy of Work ("Pédagogie du travail") - meaning that pupils learned by making useful products or providing useful services.
  2. Co-operative Learning ("Travail coopératif") - based on co-operation in the productive process.
  3. Enquiry-based Learning ("Tâtonnement experimental") - trial and error method involving group work.
  4. The Natural Method ("Methode naturelle") - based on an inductive, global approach.
  5. Centres of Interest ("Complexe d'intérêt") - based on children's learning interests and curiosity.

Do you see any connexions between this approach and your own work?

UNICEF

http://www.unicef.org

UNICEF UK

http://www.unicef.org.uk UNICEF is the world’s leading organisation focusing on children and child rights, with a presence in more than 190 countries and territories. It is a useful source of information which is constantly updating. Add it to your favourites and return to it at times.

Locate the ‘Convention on the Rights of the Child: Article 28/29’ which can be found via a site search.

United Nations Human Rights (UNHR)

http://www.ohchr.org/EN/Pages/WelcomePage.aspx The UNHR home page gives you links to their important work. It is an extensive site which will reward your visits.

Visit the UNHR site and locate the sitemap. This will allow you to navigate effectively around this extensive series of inter-linked sites. The sitemap can be found at:
http://www.ohchr.org/EN/AboutUs/Pages/Sitemap.aspx

The Poverty Site

http://www.poverty.org.uk/32/index.shtml

The Poverty Site is provided in association with the Joseph Rowntree organisation. It provides a range of useful statistics and information on poverty and social exclusion in England, Wales, Scotland, Northern Ireland and the European Union. The hard data on NEETs (featured at the time of writing) is particularly useful.

Organisation for Economic Co-operation and Development (OECD)

http://www.oecd.org

The OECD website has a wide range of statistical information including health, education and economic growth. This also includes Programme for International Student Assessment (PISA) data.

Visit the site and download the document, ‘PISA – The OECD Programme for International Student Assessment.’
Locate and examine the ‘PISA 2006 Results - Analysis and Data’.

The Sutton Trust

http://www.suttontrust.com/home/ Sir Peter Lampl, Chairman of the Trust, declares on the website that, ‘The main objective of the Sutton Trust is to improve educational opportunities for young people from non-privileged backgrounds and increase social mobility.’

Use the search facility on the site to locate documents related to ‘mobility’. The document noted in the chapter (‘Intergenerational Mobility in Europe and North America’) can presently be found at: http://www.suttontrust.com/research/intergenerational-mobility-in-europe-and-north-america/

Chapter 19: The Role of the Teacher in Changing Learning Institutions

UK Parliament: Children Schools and Families Committee (CSFC)

http://www.parliament.uk/csf The CSFC were replaced in July 2007 - June 2010 by the Education Committee.

Access the site and use the menu on the left menu to view the Committee's archived reports and other publications.

A link exists on the site but can also be accessed directly from: http://www.parliament.uk/business/committees/committees-a-z/commons-select/education-committee/

Futurelab

http://www.futurelab.org.uk/ Futurelab describes itself as “an independent not-for-profit organisation that is dedicated to transforming teaching and learning, making it more relevant and engaging to 21st century learners through the use of innovative practice and technology. We have a long track record of researching and demonstrating innovative uses of technology and aim to support systemic change in education – and are uniquely placed to bring together those with an interest in improving education from the policy, industry, research and practice communities to do this.”

Shift Happens

http://shifthappens.wikispaces.com/‘Shift Happens’ was originally a PowerPoint presentation by a teacher at an American high school for a staff development session, intended to give his colleagues an idea of the world their students would be growing up in the 21st century. Only months after it had appeared on the web in 2007, it had been seen by 5 million viewers. The original video can be seen at:

http://www.youtube.com/watch?v=ljbI-363A2Q

Department for Education and Science: Pathfinder documents

http://www.education.gov.uk/ As a result to the content on this site may not reflect current Government policy.

All statutory guidance and legislation published on this site continues to reflect the current legal position unless indicated otherwise.

Office for Standards in Education, Children’s Services and Skills (Ofsted)

http://www.ofsted.gov.uk/ Ofsted is the Office for Standards in Education, Children’s Services and Skills. Ofsted regulates and inspect to achieve excellence in the care of children and young people, and in education and skills for learners of all ages.

Search the site for the document, ‘A focus on improvement: proposals for further education and skills system inspections from September 2009’. You will find it at: http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Documents-by-type/Consultations/A-focus-on-improvement-proposals-for-further-education-and-skills-system-inspections-from-September-2009

Chapter 20: Management and Leadership 14–19

Consortium for Research on Emotional Intelligence in Organizations

http://www.eiconsortium.org/index.htm The homepage declares, ‘The mission of the EIConsortium is to advance research and practice of emotional and social intelligence in organizations through the generation and exchange of knowledge. The Consortium for Research on Emotional Intelligence in Organizations is currently made up of 8 core members and 56 additional members who are individuals with a strong record of accomplishment as applied researchers in the field. There also are six organizational and corporate members. The Consortium was founded in the spring of 1996 with the support of the Fetzer Institute. Its initial mandate was to study all that is known about emotional intelligence in the workplace.’

Navigate the site and locate the downloadable document, ‘Emotional Competence Framework’. This can be found at: http://www.eiconsortium.org/reports/emotional_competence_framework.html

Continuum Publisher site

http://www.continuumbooks.com/default.aspx Continuum’s ‘The Essential FE Toolkit Series’ contains a range of titles which will be of interest to all teachers, particularly those with leadership and management responsibilities. They deal with such issues as policy, managing Higher Education, governance, financial management and race equality. They are available from the publisher’s website.

TeacherNet: Professional Development

TeacherNet was designed by Department for Children Schools and Families as a resource to support the education profession. Note: The Teachernet website has now been decommissioned. Relevant content can be found on Professional Development

The Teachernet site has been archived and is accessible via The National Archives website.

The Inquiry into the Future of Lifelong Learning (IFLL)

http://www.niace.org.uk/lifelonglearninginquiry/AboutIFLL.htm Hosted by NIACE, the Inquiry into the Future for Lifelong Learning was launched in September 2007 and reported on 17 September 2009.

Chaired by Sir David Watson, the Inquiry has brought together experts from government, business, academia, trade unions, public service, providers and the voluntary and community sector, as well as learners, in a process to identify a broad consensus for the future for lifelong learning in the UK. The inquiry was established by the National Institute of Adult Continuing Education (NIACS) whose homesite can be found at: http://www.niace.org.uk/news/new-report-on-part-time-higher-education

Locate the site and navigate to the report.