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Continuing Professional Development for Teacher of Mathematics

Provided by the Advisory Committee on Mathematics Education (ACME), this resource was written in 2002. It includes recommendations on the steps to be taken, at that time, to raise the quality of mathematical provision in schools. Concerns regarding the poor uptake of students continuing to study mathematics at Post...

ACME Position Statement on Qualifications in Mathematics at Level 3 from 2011

Produced on behalf of the Advisory Committee on Mathematics Education (ACME) in 2009 by Roger Porkess, this is a position statement on Qualifications in Mathematics at Level 3 from 2011.

The report outlines twelve recommendations on the scope and format of assessment of mathematics at level 3 available to...

Key Stages One and Two of the National Curriculum 1995

This version of the National Curriculum for primary schools was published in January 1995 for implementation later that year. Programmes of study and attainment targets are set out for each of the subjects taught at Key Stages One and Two - English, mathematics, science, design and technology, information...

National Primary Science Survey (England): In-service Training Audit

This report, prepared for the Wellcome Trust in January 2008, presents the results of an audit of in-service training accessed by science teachers across regions of the UK. The data gathered provided a picture of what training was available, and the uptake of training.

Key findings showed various causes for...

Ocean Iron Fertilisation

This Catalyst article looks at OIF (Ocean Iron Fertilization) a process of pouring iron into the oceans. The theory behind it is to slow climate change by using a process that already occurs naturally. Nature has a way to draw carbon dioxide (CO2) from the air down into the ocean. If the process could be speeded up...

Design and Technology Characteristics of Good Practice in Secondary Schools 1995

Produced in 1995, this publication, written by Ofsted at the request of the Department for Education, identifies some characteristics of good practice in Design and Technology at Key Stages Three and Four, and was aimed at those who are responsible for planning, organising and teaching Design and Technology in...

The Future of Education and Training for 14-19 Year Olds

Produced by the Nuffield Foundation, this report is a summary of the main findings and recommendations of the Nuffield Review of 14-19 Education and Training in England and Wales. Beginning in October 2003, this six-year long review was the largest review of this phase of education since the Crowther Report in 1959...

The Logical Chain: Continuing Professional Development in Effective Schools

This report from Ofsted is based on a survey into the impact in schools of the government’s strategy for continuing professional development (CPD). The strategy was introduced in 2001 and subsequently relaunched in 2005. It aims to promote the benefits of CPD, help teachers make the most of the choices available,...

Ofsted Subject Reports 2001-02: Secondary Science

This report from Ofsted is one of a series that were published annually in association with the Annual Report of Her Majesty's Chief Inspector. The report gives the main findings of Ofsted concerning the state of science education for students aged from 11-19.

The evidence base, which the report is based...

APU Science Report for Teachers 1: Science at Age 11

This APU report for teachers presents a summary of the main findings likely to be of most interest to teachers from the first two surveys of students at age 11, conducted in 1980 and 1981. It also offers some conclusions about what students at this age were generally...

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