"Literacy
Hour" Boosts Longer Term Student Achievement
The first study
on the longer term effects of a daily 'literacy hour' shows improved
literacy skills through to age 16 when national tests are taken.
A group of students
in their final year of elementary school was followed for five years
(the literacy policy was introduced in 1996/97) and compared to
control groups of their peers. The study shows significantly improved
achievement in English for those receiving the 'literacy hour',
and also a narrowing of the achievement gap between boys and girls
(girls are still further ahead).
The research
was carried out by the Centre
for Economic Performance (CEP), an independent body based at
the London School of Econo
Read the CEP's
report Large
benefits, low cost
(Source: The
Guardian, 2/17/04)
Note: Learning and Teaching Scotland has launched three new websites
on Literacy
and Numeracy. The projects bring together new thinking and effective
practice to support teachers, librarians and parents.
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London
Leadership Strategy
The National
College for School Leadership has outlined the London Leadership
Strategy (LLS) which focuses on the development needs of London's
school leaders. A variety of programs are on offer to school leaders
with the objectives of
- raising standards
across London schools
- re-establishing
London as a leading force in educational development
- motivating
education professionals to work in London
Read more on
the London
Leadership Strategy
(Source:
NGfL Scotland bulletin)
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Reform
of Qualifications System in England
A Department
for Education and Skills working group has issued its interim report
on proposed radical reforms to the examination system in England
for 14-19 year olds.
The reforms
would replace the current GCSE and A level exams with four levels
of diplomas. Designed to stretch the most gifted, and reward lower
ablility students, courses would be taken when students were ready
rather than when they reached a specific age.
English and
math would remain mandatory core subjects, with students specializing
in chosen subjects and an emphasis on "life skills" such
as communication, working in a team or working independently. Academic
and vocational qualifications would be on a par.
The proposals
are now open for consultation but have been welcomed by the National
Association of Headteachers and the Confederation for British Industry.
The working group predicts a five to ten year transition if the
reforms are accepted.
A final report
is due later in the year. Read more from the Working
Group on 14-19 Reform.
(Sources: BBC
News 2/17/04; The Guardian 2/18/04)
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Citizenship
Education One Year On
The Department
for Education and Skills has published the report of a
literature review which focuses on the first year of National Curriculum
citizenship education in England. The study, conducted on behalf
of DfES by the National Foundation for Education Research, is the
first part of a nine-year Citizenship Education Longitudinal Study.
The report will
assist discussion of challenges to the effective delivery of citizenship
education, and includes coverage of definitions, curricular approaches,
and active citizenship within and outside school.
Read Citizenship
Education Longitudinal Study: Literature Review - Citizenship Education
One Year On - What Does it Mean?: Emerging Definitions and Approaches
in the First Year of National Curriculum Citizenship in England
(Source:
NGfL Scotland bulletin, 5/7/04)
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Education
Standards: inspection news
The Office for
Standards in Education (Ofsted) has reported that the Government's
national strategy to improve standards of education for 11-14 year
olds is making a difference. Inspectors report better quality teaching
and improved attitudes among students.
However, achievement
is uneven among schools and the inspectors note that better assessment
methods are needed.
Read Ofsted's
press release and link to the full report The
Key Stage 3 Strategy: evaluation of the third year
Her Majesty's
Inspectorate of Education (HMIE) oversees inspections of the quality
and standard of Scottish education.
HMIE has published
the first edition of a newsletter, Briefing, which provides
information about the activities of the agency, its findings, practices
and events.
Access the Briefing
to find out more, and sign up to receive future issues.
(Source: NGfL
Scotland bulletin 3/5/04)
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Social
Cohesion: avoiding a monocultural society
Following race
riots in the north of England in 2001, a Parliamentary committee
was set up to look into "socal cohesion." A section on
education in the report suggests that parental choice in schooling
has led to more racially segregated schools. It also suggest that
the rise of faith schools could result in less social cohesion (citing
the example of religiously segregated schools in Northern Ireland)
unless the schools are committed to multiculturalism.
The report defines
what it means by social cohesion, looks at linking schools in the
community, the role of the National Curriculum and makes a number
of recommendations to the Government.
Read the full
report, Social
Cohesion
(Source: BBC
News 5/14/04)
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International
Placements for Headteachers
For two years
headteachers in England have had the opportunity to apply to participate
in an international study visit program to over 25 countries, including
the USA.
Each headteacher,
from a visiting group of at least ten, 'shadows' a host headteacher.
Visits to the USA last about 10 days, with seven days engaged in
the program. The focus of the the visit is leadership skills, but
parallel themes might include:
- building
leadership capacity
- diversity
and inclusion
- early years
- extended
schools
- IT
- schools in
challenging circumstances
The experience
offers all participants the opportunity to engage in a professional
dialogue that can be mutually enriching, and have a longer term
effect on school culture and student achievement.
If you are interested
in finding out more about hosting a headteacher from England, please
contact Judith
Mullen.
More information
on International
Placements for Headteachers .
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