I am making this statement to provide an overview of the direction of the Continuing Professional Development (CPD), Performance Management (PM) and Professional Standards for educational practitioners (outside higher education) in Wales following the review that took place between September and December 2009.
We are working in partnership with the Skills Funding Agency and other educational bodies to present workshops across Wales. These workshops promote the best use and implementation of MIAP's services by learning providers.
Two new leaflets have now been designed to inform primary and secondary school pupils on the safe use of mobile phones. The leaflets have been developed by the Welsh Assembly Government with involvement from the Health Protection Agency, Public Health Wales, Department of Health and external child-orientated focus groups such as Funky Dragon as well as a number of schools in Wales.
At Key Stage 3 in 2009, the percentage of pupils achieving at least the expected level in teacher assessments was higher for all subjects when compared with 2008.
The report gives a full summary on how the snow disruption to the January examination series was dealt with. It also includes data on the actual rate of absence and special consideration, during this period. In addition the report also provides a summary of the preparations made to ensure the safe delivery of the summer 2010 examinations.
This pupil level data collection takes place in June for secondary schools and September for primary schools, and should include attendance data for all pupils of compulsory school age who have been on roll during the reporting period. To be completed by 25 June 2010.
DCELLS has contracted Arad to undertake a research and development based project to aid the further development of ways used to identify young people who are, or are at risk of becoming NEET (Not in Education Employment or Training), or are missing education (for those who are of compulsory school age).
Wenlock and Mandeville are passionate about the Olympic and Paralympic Values! The Get Set competition invites school to tell us, in not more than 100 words, how they are using the Olympic and Paralympic Values to help them push past their personal best in sport and in their community. There will be 12 winners, one per nation and region - all winning a visit from either Wenlock or Mandeville. You MUST be a school or college to enter and register with the Get Set website to access free resources. Register with Get Set and Enter the competition now.
This guidance aims to provide advice to schools and Local Authorities on meeting the educational needs of children and young people with medical needs.
From 5 May 2010, the terms ‘Local Education Authority’ and ‘Children’s Services Authority’ have been replaced by the term ‘Local Authority’ in both primary and secondary legislation. This brings the legislation in line with current practice and will not change its substantive meaning.
To gather evidence for this survey, inspectors reviewed a sample of teachers’ continuing professional development projects across the range of funding categories between October and December 2009. This included reviewing teachers’ application forms and reports, and interviewing headteachers, senior staff and teachers who had received funding in 2007–2008, 2008–2009 and 2009–2010 in a range of primary and secondary schools across Wales.
This circular informs institutions of financial health performance indicators for the higher education sector in Wales, as shown by the audited financial statements for 2008/09.
This circular sets out guidance for the submission of regional strategies for the planning and delivery of higher education (HE) building upon a broad consultation with higher education institutions (HEIs), further education institutions (FEIs) and other stakeholders. Responses required by 30 November 2010.
A website to give the public their say on key education issues has been launched by the Education Secretary. Engage for Education will provide opportunities for teachers, parents, pupils, school staff and everyone else to share their views and ideas on the issues that matter to them.
In 2008 a new science curriculum for pupils at key stage 3 (KS3) (ages 11-14) was introduced. The aim was to engage and motivate pupils, and to prepare them effectively for the challenges of the 21st Century. In science this took the form of a reduction of content and a focus on 'How Science Works' (HSW).
This report discusses the issues involved in comparability of degree standards. It begins by outlining the means by which individual universities and colleges and the academic community collectively protect the standards of UK degrees. It then describes the historical attachment to comparability and the pressures which have led to questions being raised about it. It also considers whether genuine comparability is still feasible, and what options may be open to UK higher education if it were found to be impracticable.
The report evaluates the range and effectiveness of the arrangements for education and training for several categories of young people: those identified for their likelihood of offending; young offenders who move into custodial establishments then are transferred between different establishments while in custody; and those who move between custody and the community.
This report evaluates the strengths and weaknesses of religious education (RE) in primary and secondary schools and discusses the key issues at the heart of RE teaching today.
