41. Raising Standards raising standards The Coalition is committed to strong government and non-governmentschool sectors. The Coalition will not only increase funding for http://www.liberal.org.au/documents/1998_election/schools/schools.html

Employment, Education, Training and Youth Affairs Raising Standards Raising Standards - The Coalition is committed to strong government and non-government school sectors. The Coalition will not only increase funding for schools but also provide a range of initiatives that will benefit all Australian school students. Raising Standards Table of Contents Executive Summary Labor’s Record Highlights of the Government’s Achievements Coalition Initiatives Australian Schools Executive Summary The first Howard/Fischer Government: Promoted and achieved a specific national goal to improve literacy and numeracy standards. In only two and a half years, the Coalition obtained support from state and territory governments to agree to a National Literacy and Numeracy Plan. For the first time, a national literacy standard is now in place. Provided $680 million over four years for literacy and numeracy. Provided $17.5 million over four years to establish the ‘Discovering Democracy’ civics curriculum. A Second Howard/Fischer Government will: Provide an additional $72 million over three years to further improve literacy and numeracy standards in schools.

42. Conservative Party - News Story Cameron raising standards and getting the basics right Discipline. standards.Promoting teaching methods that work. Scrapping those that don t. http://www.conservatives.com/tile.do?def=news.story.page&obj_id=123429

43. Conservative Party - News Story raising standards and getting the basics right Discipline. standards.Promoting teaching methods that work. Scrapping those that don t. http://www.conservatives.com/tile.do?def=news.story.page&obj_id=123453

44. SchoolsMovingUp - Reading Room - Inside The Black Box: Raising Standards Through A test at the end of a unit or teaching module is pointless in terms of If we are truly serious about raising standards, formative assessment of student http://www.schoolsmovingup.net/cs/wested/view/rs/41?x-t=wested.record.view

45. Raising Standards And Tackling Workload - Implementing The National Agreement raising standards and Tackling Workload Implementing the National Agreement.Guidance for schools on higher level teaching assistant roles for school http://www.lg-employers.gov.uk/conditions/education/school/workload.html

skip to main content view our accessibility statement search: you are here: Employers' Organisation Home Page Pay, conditions of service and workforce statistics ... on Using this Site Raising Standards and Tackling Workload - Implementing the National Agreement Guidance for schools on higher level teaching assistant roles for school support staff This guidance is part of the package of materials that is intended to help schools to decide the type and how many staff they need as they plan their workforce. It reflects the arrangements in place in England. Similar guidance reflecting the practical and legislative position in Wales will be issue to accompany The Education (Specified Work and Registration) (Wales) Regulations which were made on 6 July 2004. Relevant links Guidance for schools on HLTAs (PDF KB) The Education (Specified Work and Registration) Regulations 2003 (PDF KB) Further details of HLTA assessment and training programmes and for details of the HLTA Standards (PDF KB) WAMG Note 9 (PDF KB) Guidance for schools on cover supervision This guidance is designed to provide assistance to schools who are considering using cover supervision, along with a range of other strategies, in order to deliver an effective and tailored school policy for dealing with cover.

46. Raising Standards ICT :: MAPS :: MAPS; Assessment; Moderation; KS2; KS3; KS4; GC raising standards ICT MAPS. Published by TAG Learning MAPS has also helpedin many other aspects of ICT teaching, such as allowing students to http://www.taglearning.com/products/raising_standards_ict.htm

raising standards ICT :: MAPS Published by TAG Learning MAPS is the first web-enabled software to facilitate online ICT assessment of pupils’ ICT work at KS2 to KS4. Developed closely with teachers and LEA advisors; this robust web application is designed to save teachers time and make ICT assessment more effective and manageable. And because TAG manages the system and ensures that it is secure; teachers can focus on teaching and working with their pupils rather than on the technology. New GCSE Qualification version available from January 2005. Annual subscription is based on the number of pupils signed up (minimum 75 pupils) - the greater the saving the more pupils signed up. Plus pay in advance for 2+ years and get an extra 20% to 30% discount. For further information; you can log on to www.maps-ict.com Keywords: raising standards ICT , MAPS; assessment; moderation; KS2; KS3; KS4; GCSE; portfolio; eportfolio;e-portfolio; e-assessment; gce, e-Learning Credits (eLCs), eLearning Credits (eLCs), Curriculum Online (COL), Early Years, Primary Education, Secondary Education, Special Educational Needs URL: www.taglearning.com/browse/product.php?pid=54

47. Raising Standards: Overview raising standards Setting Targets Secondary Schools Support Pack - Overviewraising Effective Learning and Teaching in Scottish Secondary Schools http://www.scotland.gov.uk/library/documents-w/hmi2-01.htm

Raising Standards - Setting Targets: Secondary Schools Support Pack - Overview: Raising Attainment Foreword This pack is intended for use selectively in conjunction with other relevant materials published by HM Inspectors of Schools. It comes as secondary schools look at ways of further raising the attainment of pupils as part of the national setting-targets initiative. The strategy for the initiative has been developed through the work of the Ministerial Action Group on Standards and the paper Setting Targets - Raising Standards in Schools provides a framework within which schools can set targets. The strategies and case studies highlighted in this pack show that many schools are already making very good progress in raising pupils' attainment. Research shows that schools do make a difference. Through self-evaluation, schools can identify the changes required and take responsibility for taking the required action. The materials in this pack should help teachers and managers in schools, and education authority officers and advisers to:

48. Raising Standards: The Improving School Effectiveness Project raising standards Setting Targets The Improving School Effectiveness What approaches to teaching and learning were predominant in schools that http://www.scotland.gov.uk/library/documents-w/hmi3-01.htm

Raising Standards - Setting Targets: The Improving School Effectiveness Project - Summary for secondary schools Foreword This paper was prepared by the Quality in Education Centre (QIE) at the University of Strathclyde and forms part of the support pack for secondary schools linked to the Raising Standards - Setting Targets initiative. It should be read in conjunction with the overview paper provided in the pack. The Improving School Effectiveness Project (ISEP) was carried out by a team from QIE and from the Institute of Education at the University of London. The aims and findings of ISEP are very relevant to the targets initiative. This initiative looks at schools' scope for improvement, not in direct comparison with national averages or top national performance, but in relation to schools whose pupils have similar socio-economic backgrounds. This paper summarises aspects of ISEP that might be considered within the setting-targets initiative and also within the broader context of evaluating school effectiveness and quality. The messages from ISEP underline the close relationship between research findings in school effectiveness and school improvement and the Quality Initiative in Scottish Schools. The issues raised should help schools to focus on improving attainment which is central to the targets initiative.

49. Mathematical Attainments In Primary Schooling: Raising Standards And Reducing Di The latter project, influenced by successful Continental approaches to teachingmathematics, aimed both to raise average standards of attainment and to http://ner.sagepub.com/cgi/content/abstract/179/1/64

JOURNAL HOME HELP CONTACT US SUBSCRIPTIONS ... TABLE OF CONTENTS QUICK SEARCH: [advanced] Author: Keyword(s): Year: Vol: Page: National Institute Economic Review, Vol. 179, No. 1, 64-75 (2002) This Article Full Text (PDF) Full Text (OnlineFirst[PDF]) ... Alert me if a correction is posted Services Similar articles in this journal Alert me to new issues of the journal Download to citation manager Mathematical attainments in primary schooling: raising standards and reducing diversity Julia Whitburn Institute of Economic and Social Research, UK Concern over poor standards in mathematics among English school leavers has led to a number of government initiatives in recent years. Without a secure foundation of mathematical understanding and competence during the primary school years, later learning in mathematics is problematic. This paper examines recent major initiatives at the primary stage of schooling and their effect on raising standards, including the National Numeracy Strategy and the Improving Primary Math-ematics (IPM) project. The latter project, influenced by successful Continental approaches to

50. OECD Observer: A Test Too Far At the end of the day, to improve education and raise standards, The conceptof raising the quality of learning and teaching must be linked to investing http://www.oecdobserver.org/news/fullstory.php/aid/1210/A_test_too_far.html

September 25, 2005 All Articles HOME Front page Leaders Databank News ... Frankie.org SECTIONS Economy - General - Business - Country snapshots ... - Other THEMES Social policy spotlight Ageing Biotechnology Competition ... 2003 Employment Ministerial Spotlight COUNTRIES OECD - All countries - Australia - Austria ... World WRITERS Donald J. Johnston Patrick Love Back issues Recent articles Browse articles by date SUBSCRIBE About us ... Link up A test too far There may be no magic bullet for raising student achievement. Nor is there any getting away from having to invest in teaching and learning. Testing does not provide the full answer. By Roland Schneider, Senior Policy Advisor, Trade Union Advisory Committee (TUAC) to the OECD Published: March 2004 Who would disagree that education and training are among the most significant investments a society can make for its own development? Not many, though it begs the question: why, then, have so many countries allowed public investment in education and training to lag growth in national wealth? How ironic that OECD countries should all have experienced an unprecedented economic boom we know to have been knowledge-driven, yet, rather than investing more in learning, we allow schools to become a new prime target for budget-conscious politicians to scrutinise and cut in the name of betterment. Even some so-called left-leaning governments have chopped public investment in schools by offering a menu of false alternatives, from performance testing of young children, to vouchers for parents to “spend” in schools of their choice, as though they really had a choice. Weeding out underperforming teachers has been another new strategy, though one that risks blaming a victim. Teachers often need help, not punishment.

51. Building Block II: Effective Teaching Building Block II Effective Teaching. Establishing a higher standards raising teachers performance standards without taking them out of the classroom http://www.buildingblocks.org/cfm_User/pg_BuildingBlockHome.cfm?BuildingBlockID=

52. Raising The Standard Toward Excellence In Educational Administration Programs: A raising the standard toward excellence in educational administration programs, Professors that teach in the field of school administration must decide http://www.leaderu.com/education/raisingstandard.html

Academics Humanities Social Sciences Sciences Theology ... Faculty Offices Departments Current Issues Publications Conferences/Events Apologetics ... What's New Special Interest Past Features Other Sites Help LU About LU ... Feedback Navigation Site Map Site Index Advanced Search Browsing Help ... LU Home LU Updates Receive LU-Announce Raising the Standard Toward Excellence in Educational Administration Programs A Brief Review of Literature With Values Added Dr. Tom Hollis and Dr. Michael Arnold Dr. Michael "Mick" Arnold is the Coordinator for Educational Administration at Southwest Baptist University. In addition to coordinating the program he also teaches School Administration, Administrative Communication, Educational Research, and the Capstone Experience. Dr. Arnold has presented nationally and internationally on topics related to the principalship, problem-based learning, and good teaching practices. His writings have been published in state and national journals and will soon have the story "The Last Volleyball Game" published in the book Stories for the Extreme Teens Heart. Dr. Tom Hollis is an associate professor of education and is the Director of Graduate Studies in Education at Southwest Baptist University. In addition to teaching graduate education courses, he has conducted numerous workshops nationally and internationally in the areas of learning styles, classroom management, and good teaching practices.

53. Education Book Review/Raising Standards In Literacy raising standards in Literacy is the third book in the series Language and Literacy “Research into the teaching of literacy” contains information on the http://www.lib.msu.edu/corby/reviews/posted/fisher.htm

Raising Standards in Literacy. New York: RoutledgeFalmer Raising Standards in Literacy is the third book in the series Language and Literacy in Action. The editors’ goal is to bring different research findings about literacy theory and practice to everyday classroom teachers. The book is a compilation of chapters that are based on presentations by different well know scholars in the field of literacy research. Research is included from the United Kingdom, United States and Australia, giving an international view of literacy that is thought provoking. There are three major sections in the book: Research into the teaching of literacy. (six chapters) What counts as evidence? (four chapters) Developing teacher practice. (six chapters) “Research into the teaching of literacy” contains information on the different roles research can play in teaching literacy and reviews of literacy research. It is important to note that all the chapters in this section except the last are written by scholars practicing in the United Kingdom, therefore the research tends to focus on issues related to the United Kingdom such as the National Literacy Strategy. (In fact several chapters throughout the book focus on the National Literacy Strategy, offering both overview and critical analysis. Readers interested in gaining a better understanding of the Strategy might find this book offers a helpful analysis.) While this section contains information that has a broad appeal, it does not present an extensive focus.

54. Solihull Council - Key Stage 3 In Solihull Contains information about raising standards in Key Stage 3 Most teachers inSolihull have been planning their English teaching like this for several http://www.solihull.gov.uk/about/parents/ks3.htm

@import "http://www.solihull.gov.uk/SMBCadvanced.css"; Skip to start of content. (tips) Whats New? Press Releases ... Social Services Start of Content. Being a Parent Solihull secondary schools have been piloting strategies aimed to raise standards across the curriculum for all 11-14 year olds Contains information about raising standards in Key Stage 3 Raising Standards in Key Stage 3 - Solihull Schools at the forefront of educational developments Since September 2000, Solihull secondary schools have been piloting strategies aimed to raise standards across the curriculum for all 11-14 year olds. The experiences of teachers and pupils in Solihull schools are being used by the Government to shape the strategy which will start in all schools nationally from this September. Already the national literacy and numeracy strategies in Key Stages 1 and 2 have had an impact on the achievement of pupils. By raising standards and expectations in Key Stage 3 schools can continue the good work done in primary schools and provide a strong basis for even higher achievement at GCSE level. The pilot programme began with an initial focus on English and mathematics. Since January a programme to review the teaching of science has started and this will broaden during the summer term to include teachers from the foundation subjects and Religious Education.

55. Core Skills Enrichment raising standards. 1 The teaching assistant’s role raising standards.Teaching is a complex process that links a series of techniques across lessons and http://www.napta.org.uk/coreskills/html/learning0101.html

Raising standards 4 How well are pupils taught? 5 Effective teaching strategies Raising standards

56. Teaching To Academic Standards: Explanation This is often used as an argument for standards or for raising existing Do you think establishing or raising standards would help in this regard? http://www.thirteen.org/edonline/concept2class/standards/index_sub4.html

Jump to Workshop Afterschool Programs Assess/Curriculum Redesign Constructivism Coop/Collab Learning Inquiry-based Learning Interdisciplinary Learning Multiple Intelligences Teaching to Standards WebQuests Why the Net? What are academic standards? What's different about academic standards? What do standards have to do with my classroom? How have standards developed since they began in the early 1990s? Another perspective What are the benefits of academic standards? How can standards help students to learn better? What do critics of standards have to say? Another perspective Interview with Marc S. Tucker In the following interview, Marc S. Tucker, an educational theorist and standards advocate, answers questions about standards. In some places, his opinion may differ from those expressed by Ruth Mitchell, the author of this workshop. We hope that these differences will stimulate creative and productive debate about these important issues. Concept to Classroom: Why do you think (new) standards are needed in the United States? What got you started developing them? Concept to Classroom: How are your "New Standards" different from other, previous standards? Why do you use Performance Standards rather than Content Standards?

57. University Of Worcester - RESEARCH AIMED AT RAISING STANDARDS RESEARCH AIMED AT raising standards 09 February 2005 the simple message fromDr John Peters, Deputy Director of the Learning and Teaching Centre at UCW. http://www.worc.ac.uk/cms/template.cfm?name=researchaimedatraisingstandards

58. 18. Raising Standards - NYSUT History That decision to consistently support raising standards - charted the 1988 Task Force on the Teaching Profession, which recommended raising standards http://www.nysut.org/history/18raising.html

18. RAISING STANDARDS Academic excellence is a union issue Back in the 1970s, when the Hamburg Teachers Association came to the bargaining table with proposals on class size and teacher training, the administration's response was short: Forget about it. They "told us that we weren't there at the bargaining table to do anything for the students," recalled Marcella Fugle, then president of the Hamburg TA. "They said that wasn't our role." How times have changed. Now, as New York State United Teachers celebrates its 25th anniversary, the statewide union has achieved more than just a place at the table: NYSUT is a leader in the push to raise academic standards in New York state. In the pre-union era, teachers typically were recipients of tons of top-down directives, forced into implementing the educational fad du jour. Now, through their union, teachers have become full participants in shaping academic standards and the standards for their profession. It hasn't been easy. From practical to ridiculous Consider a fad that swept through New York state in the 1970s called "competency-based teacher education." (Broach the topic within earshot of a veteran teacher, and you'll elicit groans.) This initiative centered on a college-developed checklist of teaching skills that supervising teachers were told to apply to their teacher education students.

59. Learning To Succeed: Raising Standards In Post 16 Learning: Response Learning to succeed raising standards in post 16 learning building practitioner 3.2 This is the approach adopted by the Institute for Teaching and http://www.la-hq.org.uk/directory/prof_issues/post16oct00.html

About the Library Association Press Desk Our Information Service Professional Issues ... Links Lifelong learning The response of The Library Association to the technical consultation document Learning to succeed: raising standards in post 16 learning: building practitioner skills and qualifications in work-based learning funded by the Learning and Skills Council and the Employment Service. http://www.dfee.gov.uk/post16/publications/trngqual.shtml 1. Introduction 1.1 The Library Association is the professional body that represents more than 25,000 librarians and information workers in the United Kingdom. Members of The Library Association work in a range of settings, including: schools and post-16 education; public libraries; industry, commerce and government; the health, legal and voluntary sectors. It has 2,500 active members in the further education sector. 1.2 We welcome the opportunity to comment on the technical consultation document Learning to succeed: raising standards in post 16 learning: building practitioner skills and qualifications in work-based learning funded by the Learning and Skills Council and the Employment Service. 1.3 We offer comments and recommendations on the consultation document for your consideration.

60. Learning To Succeed: Raising Standards In Post 16 Learning: Response raising standards in Post 16 Learning However it should be recognised thata Post 16 standards Fund would need to be larger and more complex than that http://www.la-hq.org.uk/directory/prof_issues/learning.html

About the Library Association Press Desk Our Information Service Professional Issues ... Links Further Education LEARNING TO SUCCEED Raising Standards in Post 16 Learning http://www.dfee.gov.uk/post16/publications/stndscons.shtml Copies of this document can be obtained free of charge, by quoting reference P16RSC from: DFEE Publications PO Box 5050 Sherwood Park Annesley Nottingham NG15 0DJ Tel: 0845 60 222 60 Response of The Library Association 1) The Library Association welcomes the opportunity to comment on the quality assurance proposals for the post-16 sector. We believe that the proposals outlined in the consultation document constitute a good base on which to build a quality system. Our major reservations concern the lack of emphasis put on the importance of providing appropriate learning resources to enable an effective learning process to take place and the comparative lack of coverage of the informal end of the learning spectrum as represented by much provision in the voluntary sector or by public libraries. Partnership provision, as, for instance, exemplified by the Information, Advice and Guidance Networks or the provision of UfI learning centres is also not fully embedded within the proposals - the assumption, in most cases, seems to be that of a single supplier. We offer a few comments on individual aspects of the proposals below. Equal Opportunities

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