Abstract
This paper analyzes the English foundation stage curriculum for three to five year old children, for all children participating in it. It identifies what is meant by an effective curriculum and analyzes the effectiveness of this curriculum for the children participating in it. The paper then considers theories of play and international approaches to learning for three to five year old children.

From the Paper
"The Dfes (2000) does attempt to take into account individual differences as point five in appendix one indicates. It states individual needs which should be incorporated include special needs, religion or ability and that children shouldn't be disadvantaged because of their differences. The Dfes (2000) already incorporates individual's needs in point four of appendix one which indicates children's experiences should build on what they know and can do. So combining these two aspects provides practitioners with suitable guidance to incorporate children of all abilities and value rather than exclude those with individual differences."

Tags:inclusion, integration, partnership

Abstract
This paper is a case study written by a teacher at a College of Further Education, and refers to a sequence of lessons taught to a group of twenty-two students aged 17 to 18, retaking General Certificate of Secondary Education in English. The author of the paper uses a combination of written feedback, one-to-one assessment, peer assessment and innovative plenaries to monitor students' progress. Also, this paper takes a systematic approach, which includes a demonstration of how the author taught the students about writing genre, effective openings, powerful description and structure. Furthermore, this paper emphasizes a formative assessment in the sequence of lessons it describes. It goes on to discuss the specific assessments given, such as written feedback, peer assessments, one-on-one assessments, plenaries, etc., along with a discussion of this study.

Outline:
Introduction
Objectives, expected learning outcomes and assessment criteria
Written feedback
One-to-one assessment
Peer assessment
Plenaries
Coursework marking and moderation
Moving ahead with assessment: evaluation, conclusions and implications for the future

From the Paper
"Although I used the mark scheme carefully and spent a long time marking each piece of coursework, at the moderation meeting it appeared that many of my pieces had been marked rather low, and the other teachers raised some of the marks I had given. Using the mark scheme to mark real coursework, and then discussing it with other teachers, was a very useful process. Despite the apparent accuracy of the mark schemes for English coursework, teachers can and do interpret the criteria quite differently, and discussing how the teachers arrived at their interpretations was very helpful when I reconsidered my own, and I now feel more confident about marking coursework in the future.

"Of course, by the time the teacher has marked final drafts of coursework, it is too late to alter the teaching of that group, or to offer further help to any students. Overall, I was happy with the resulting work, and it provided evidence that my teaching had been effective. I will, however, use what I learned from marking the coursework to help me teach any future GCSE group the same sequence of lessons. For example, I feel that a few students would have benefited from further revision of each technique I taught, and I will consider this further if I find myself teaching the same topic again."

Tags:feedback lessons peers formative, systematic approach, plenary

Abstract
This paper looks at what citizenship education is and reveals that although one might believe citizenship education to be a response to the "moral abyss" facing today's society, the roots of citizenship education can be traced as far back as ancient Greece. The paper discusses why citizenship education is on the national curriculum, and whether you can actually teach something which in itself is almost impossible to define. The paper explains the government's view that citizenship can be taught but is underfunded and not taken seriously as a subject, but points out that schools have difficulty in teaching a subject they cannot properly define.

From the Paper
"Any attempt to discuss this statement gives rise to a plethora of contentious issues surrounding citizenship education itself, such as; whether it is really necessary, its effectiveness, whether it can actually be taught and how to measure its success or failure. Citizenship education has been embedded within schools since Ancient Greece when 'the state took a keen interest in the moral development of its children, more so indeed than in their intellectual progress' to today when it is enshrined as a subject in it's own right. Yet clearly, despite the presence of (some form of) citizenship education in schools since 450 B.C the perception of Britain being on the edge of the abyss has never been so pervasive. Popular opinion generally seems to attribute societies' woes to a lack of morality and respect, particularly among the youth. Arguably, it is for these reasons that the government has imposed citizenship on the National Curriculum as an individual subject."

Tags:responsibility, respect, morals, voting

Abstract
This paper discusses how from its very conception, the British National Curriculum has come under heavy criticism from a number of quarters and for a variety of reasons and how above all, such charges usually center on the claim that it fails to adequately meet the necessary levels of educational provision for all young people. The paper attempts to assess the form such criticism takes. As such, the perceived shortfalls within the current curriculum are discussed as well as the extents to which present governmental forces have attempted to develop new learning pathways for those children and young people that are underachieving in the system.

From the Paper
"Currently the National Curriculum outlines four 'key stages'. Key stage one includes children up the age of seven, key stage two those between seven and eleven, key stage three eleven to fourteen and key stage five fourteen to sixteen. At every point along this scale pupils are assessed through the use of testing in order to determine the progress they have made, with final key stage tests taking place at ages seven, eleven and fourteen. The concept of education ordering on the basis of stages is theoretically based on the conception that "children more or less naturally move through a series of stages of learning development". However, there are concerted arguments that suggest giving tests and assessments such a hugely important role in the curriculum causes enormous amounts of stress on the part of children. As a consequence of this increased tension among children, their emotional and mental well being is negatively affected. "

Tags:children, pupils, tests

Abstract
The recent Government drive to integrate information communication technology (ICT) into compulsory education has lead to much activity in schools. It is the purpose of this paper to investigate how far and how effectively ICT is currently being used within geography teaching and to establish the key issues that effect ICT being included within the geography classroom at key stage 3.

Outline
Key Issues Concerning the Use of ICT in Geography at KS 3
The Role and Benefits of ICT in Geography
Ideas for Promoting Better Use of ICT in the Geography Classroom

From the Paper
"The speed and automatic function of ICT, offers a number of advantages to teachers of Secondary Geography. It can for example enable the drawing of graphs, so that pupils can observe change, e.g. variations between seasons or variations of weather in temperate and tropical countries, or so that pupils can compare similar elements in data between contrasting localities, e.g. comparing bus services in rural and urban areas in the UK. Data can be sensed and stored automatically, so that monthly and seasonal patterns can be graphed from daily readings at a later date."

Tags:keystage, pupils, software, teachers

Abstract
This paper proposes a study to investigate the development of key skills within physical education with a main focus on Information Communication Technology (ICT) and teachers' opinions surrounding this key skill. It attempts to understand what motivates teachers to use ICT and the impact ICT has on physical education when integrated at Key Stage 3. It also examines issues such as funding, training, resources, age and finding the time to implement this key skill without losing practical time.

Outline
Introduction
Overview
Current Practice Within School
A ICT Within Physical Education
Methodology
Questionnaires
Results
Analysis and Discussion
Training, Personal Confidence and Age
Access and Resources
Strengths and Weaknesses of ICT in PE At Key Stage 3
Is There a Place for the ICT Key Skill Within PE?
Conclusion

From the Paper
"The Government's push for ICT to be recognised as an important key skill within compulsory education has received widespread support, and many writers have commented on its possibilities. Leask and Williams (1999) described the importance of the integration of ICT into the Curriculum, and agree with the DfEE when describing network literacy as "a vital extension of the ability to read and write". (p 194). This was also confirmed by research evidence found by Bonnet et al (1999) who agreed that, with sufficient support, interactive ICT in particular has the potential to develop qualities of evaluation, independence and responsibility in children's learning and understanding."

Tags:age, communication, funding, ict, information, key, resources, stage, technology, training

Abstract
Standard English is described as "by far the most important dialect in the English-speaking world from a social, intellectual and cultural point of view" (Trudgill 1999;123). This suggests that the debate about Standard English is a multi-stranded one. This paper demonstrates how it can be divided into: a linguistic debate, which shows the rise of standard English as a direct result of certain historical event; a socio-cultural debate, which demonstrates the way that society often shapes its attitudes on stereotypes and assumptions about attributes of a speaker and their linguistic variety and a political debate, which shows the area of language attitudes as one with which presuppositions about social class have a significant relationship.

From the Paper
""Standard English refers to the 'structure of the language, i.e. its grammar and vocabulary', but it may be 'spoken in any accent' (Perera, 1994 cited by Brindley, 1996). Since the 1950's there has been a decline in the teaching of grammar in schools. Some educationalists have interpreted criticism on prescriptive grammar as criticism of grammar teaching in general. It has been found that English students are now entering universities with little knowledge of basic grammatical terminology (Milroy and Milroy, 1991). Honey (1983) says that English language teaching is in decline and blames the discipline of linguistics for this."

Tags:curriculum, national, prescriptivism

Abstract
This paper sets out to determine the relationship between teachers' motivation and their engagement in educational reform initiatives. It uses a random sample of 50 teachers from five Abu Dhabi high schools, and focuses on the role that motivation plays in improving teacher engagement with the educational policies. The research also aims to determine whether a lack of motivation can influence teacher involvement with education reforms carried out in schools. The paper includes a literature review on the subject and several tables of results.

Outline:
Abstract
Introduction
Research Aims
Research Objectives
Significance of Research
Review of Related Literature
Introduction
Abu Dhabi Education Council: An Overview
Teacher Motivation
Self-Determination Theory
Methodology
Research Approach
Research Design
Respondents and Sampling Plan
Procedure
Questionnaire
Reliability and Validity
Ethical Considerations
Method of Data Analysis
Results and Discussion
Discussion
Conclusions and Recommendations

From the Paper
''The present study aimed to determine the relationship between teachers' motivation and their engagement in educational reform initiatives. Using a random sample of 50 teachers from five Abu Dhabi high schools, the study found that teacher motivation with ADEC educational reform- related activities as well as their engagement in these were at neutral levels. There are also significant, positive correlations between all the subscales of motivation and overall motivation on one hand, and teacher engagement on the other. This research has lent further support to the self-determination theory, suggesting that teacher motivation among Abu-Dhabi schools is influenced by both intrinsic and extrinsic factors. Although intrinsic motivation has been found to bring about favorable outcomes, extrinsic motivation may yield either positive or negative results, depending on the level of self-determination. In the current study though, it has garnered a positive correlation with teacher engagement in educational reform.''

Tags:school, teaching, learning, motivation

Abstract
This paper investigates the influence of gender on subject choices of post-16 students, looking particularly at A-level students who tend to select stereotypical subjects according to their gender. Subject choices have an impact on the job market, making certain careers dominated by a particular sex and this is a vital area to research as disproportionate subject choices in schools could prevent equality in the workplace. It determines whether this influence of gender on subject choice is a national trend and also if it has any consequence in the career market. The study is based on secondary data, consisting of official U.C.A.S. statistics and national A-level results. The paper includes various charts and graphs.

From the Paper
"Although the 1944 Education Act made secondary education accessible to all children, boys and girls did not pursue the same curriculum, as the dominant ideology was they should study subjects which would best prepare them for their natural roles. Introducing a national curriculum in 1988 attempted to legislate gender equality in education. In an effort to eradicate the traditions of children taking subjects in accordance to their sex, girls were required to study previously male dominated subjects, and vice versa. Students were allowed to choose some subjects, in which gender differences can be noted, but this choice was only permitted outside the "core" areas of English, Science, Mathematics, Technology and a foreign language. However by A level, when students are given a complete choice of subjects to study the gender differences re-emerge despite pupils studying mostly the same subjects up until the age of 16."

Tags:careers, curriculum, ucas, a, level

Abstract
This paper attempts to focus on the new programme for citizenship and identify potential opportunities for PE departments to support the delivery of this new subject. Particular attention is directed towards the role of physical education in promoting active lifestyles, where it is argued that that the subject can make a significant contribution to pupils social, moral, cultural and spiritual values.

Outline
Introduction
Citizenship within the Curriculum
The Role of Physical Education
Lack of Guidance for Teachers
Linking Citizenship and SMSC Within Physical Education at KS 3 and 4 Additional Strategies for Implementing Citizenship Within Physical Education
Conclusion

From the Paper
"The Crick report, which laid the foundations for the Citizenship Curriculum, suggests strong reasoning why Citizenship should be established within the Curriculum and why teachers should be prepared to tackle specific issues within society. Fundamentally, the report highlights the importance of discussing issues of sportsmanship, fair play and political and religious concerns, either because the subject could directly affect them or because they will, in some way in a democratic society, have opportunities to take part in influencing the outcome."

Tags:moral, physical, social, spiritual, values