CfSA News

One-to-One tuition

The One to One Tuition Programme

The government-funded One to One Tuition Programme has been officially launched! This programme aims to help children gain more confidence and understanding in English and maths, and teachers are being recruited to become tutors now.

The One to One Tuition Programme is designed to help the children who need it the most. The tutor works with the pupil’s teacher to identify the child’s academic barriers in English and maths, then provides ten hours of individualised tuition, addressing these barriers.

One to One Tuition is a highly flexible programme, as tutors decide when and where to tutor as well as how many pupils to take on at a time. Furthermore tutors will get a typical pay rate of £25/hr for ten hours tuition plus up to 2 hours planning/liaison time with the pupil’s teacher.

The One to One Tuition Programme is open to newly qualified, current, former or retired teachers.

For more information, or to register your interest in becoming a one-to-one tutor, please visit our website at: http://www.tda.gov.uk/teachers/onetoonetuition.asp x or call 0845 605 5002.

Improving primary teachers' subject knowledge across the curriculum

The importance of subject knowledge and high quality teaching are main themes of the Independent Review of the Primary Curriculum. Ofsted subject reports have shown the considerable demands on teachers’ subject knowledge across the primary curriculum, not least in requiring them to understand how pupils learn in different subjects and what pupils need to know by the time they complete Key Stage 2. This report focuses on aspects of good practice in subject teaching (excluding English and mathematics) and areas for improvement.

Primary Review Final Report

Sir Jim Rose's Final Report on the Review of the Primary Curriculum is now available on-line. You can download a copy from the CfSA website here

Better by design –

Sir Jim’s proposals capture the essentials of primary design and technology

Sir Jim Rose’s final report on the primary curriculum is good news for children’s learning in design and technology. The Design and Technology Association welcomes the draft programme for scientific and technological understanding. The proposals will ensure that children carry out the designing and making activities they enjoy and help prepare them for life in an advanced technological society.

Gareth Pimley, Assistant Chief Executive at the Design and Technology Association said, ‘We are pleased with Sir Jim’s proposals which will revitalise practice in primary design and technology. The draft programme makes logical connections between design and technology, science and other subjects which should improve the quality of teaching in primary schools and motivate children to learn. It also emphasises the need for discrete opportunities for children to design and make products using a range of materials and components.’

The proposals place design and technology in a broader context than the current National Curriculum. Children will be able to see the relevance of designing and making in the wider world and will be encouraged to be innovative and inventive. ‘We live in a designed and made world and therefore design and technology has a huge impact on our everyday lives. I am delighted that this is reflected in the draft programme, with opportunities for children to learn from experts and enthusiasts and to explore inventions from other cultures and times’ said Richard Green, Chief Executive of the D&T Association. ‘We will be working very closely with the Association for Science Education, the Science Learning Centres and other subject associations to ensure that schools get the best possible advice and support in the run up to implementation in September 2011.’

The National Association of Advisers and Inspectors in Design and Technology (NAAIDT) also welcomes Sir Jim’s report. Pam Bolton, Executive Member, said, ‘These proposals provide us with a sound foundation on which to build a quality experience in design and technology’. The Design and Technology Association and NAAIDT will produce a detailed response to the Final Report as part of the formal consultation.

Notes to Editors

1. Sir Jim Rose’s Final Report is available at www.dcsf.gov.uk/primarycurriculumreview

2. The proposals for design and technology are in the draft programme of learning for ‘scientific and technological understanding’.

3. Design and technology is a subject where children design and make functional products with clear purposes and users in mind.

4. The Design and Technology Association is the professional association for everyone involved in design and technology education in primary and secondary schools. Design and Technology Association, 16 Wellesbourne House, Walton Rd, Wellesbourne, Warwickshire, CV35 9JB

www.data.org.uk

Communications Manager: Deborah Watson 01789 473904

D&T Association switchboard: 01789 470007

Opportunity for mathematics authors

Routledge are in the process of producing a series of books on cross-curricular approaches to teaching and learning at Key Stage 3 and 4.

The series editor Dr Jonathan Savage is currently looking for a potential author(s) for the mathematics title.

The books will include theoretical examination of the key issues and a practical exemplification of them through case studies drawn from innovative practices across a range of schools. They will consider the powerful nature of change that can result when teachers allow cross-curricular thinking to inspire the content of the curriculum, the design of the curriculum and, perhaps most importantly, their pedagogy through skilful practice.

If you are interested in contributing, or would like further information please contact: Dr Jonathan Savage, Reader in Education, IOE, MMU. j.savage@mmu.ac.uk

CfSA response to the GTCE Code of Conduct and Practice

The CfSA has now responded to the proposed GTCE Code of Conduct for Teachers.

For the full response please click here.

Mathematics Development Programme for Teachers (MDPT) and Science Additional Specialism Programme - physics or chemistry (SASP)

From summer 2009, the Training and Development Agency for Schools (TDA) will be launching two national CPD programmes to support Government targets to increase the number of specialist teachers of mathematics, physics and chemistry.

The Mathematics Development Programme for Teachers (MDPT) and Science Additional Specialism Programme - physics or chemistry (SASP), will enable teachers without a first degree or secondary ITT specialism in mathematics, physics or chemistry to teach the subject more effectively.

Courses are designed to develop participants' subject and pedagogical knowledge and support them in teaching mathematics, physics or chemistry to learners aged 11-19 with more confidence, expertise and enthusiasm.

The course structure and length will be flexible to reflect the needs of individual participants. It will comprise a mix of tuition and in-school development and run for up to 40 days, spread over an intensive summer start and the following academic year. Courses will offer academic accreditation at H-level, with the option of taking some M-level credits.

The course is free for participants and the TDA will fund supply cover for participating schools. Teachers meeting eligibility criteria (including the achievement of 40 credits at H level) will receive a £5,000 incentive on completion of their course.

The MDPT and SASP courses were developed by the Training and Development Agency for Schools (TDA) in close consultation with the maths and science communities. They have been piloted successfully in three regions over the last two years and are available across England from summer 2009.

To be eligible for the maths and science course, applicants must:

be teaching in a maintained secondary school, special school or academy
be teaching mathematics or physics/chemistry to learners aged 11-19 in schools
have qualified teacher status (QTS),
have completed their induction period

Participants must not:

be graduates of mathematics
have an ITT specialism in mathematics

Participants should ideally have at least one year’s experience of teaching mathematics, physics or chemistry (as appropriate) for some of their timetable.

For further details on the MDPT, including a list of providers, visit:

http://www.tda.gov.uk/mathscpdcourse

For further details on the SASP, including a list of providers, visit:

http://www.tda.gov.uk/sciencecpdcourse

Pilot national CPD database

As part of an expanding package of support for the children’s workforce in schools, the Training and Development Agency for Schools (TDA) has developed a pilot national database of continuing professional development (CPD) provision.

The pilot database will be a valuable source of information on all CPD opportunities for the whole of the school workforce in England. It is the first port of call both for schools nationwide looking for development opportunities for their staff, or for staff themselves.

Users such can search and retrieve information on CPD provision and quickly compare what is available to meet the full and diverse range of individual development needs.

There are currently over 450 CPD providers registered who, in turn, have uploaded more than 2,100 pieces of provision. School leaders and other users can identify who these providers are, where they are, and what they offer.

All providers must adhere to a TDA-developed code of practice, which sets out expectations for high-quality CPD provision. So users looking for opportunities on the pilot database can be more confident in the quality of what is on offer there compared to what they might find elsewhere.

Users seeking CPD provision can visit https://cpdsearch.tda.gov.uk/ and start searching now.

Providers who wish to register provision should go to http://cpdsearch.tda/gov.uk/provider or click on the CPD provider area at the top of the user home page. It’s free to use and you could raise your organisation’s profile and tap into this huge potential market.

For more information please e-mail CPDdatabase@tda.gov.uk

Contact:

Satvinder Kaur

Project Manager

Tel. 020 7023 4295

E-mail Satvinder.Kaur@tda.gov.uk

CfSA response to the Independent Review of the Primary Curriculum

The Council for Subject Associations has now published its response to the Independent Review of the Primary Curriculum.

A copy of the document can be downloaded by clicking here

QCA tender for the analysis of responses to the consultation into the Review of the Primary Curriculum

The QCA have announced a new specification available for tender: Analysis of responses to the consultation into the Review of the Primary Curriculum.

QCA wishes to appoint a contractor/associate to analyse responses to the national consultation: A full pdf version of the project specification can be downloaded from the QCA website at this address: http://www.qca.org.uk/qca_13732.aspx

The deadline for all proposals is 12.00 noon on Wednesday 25th February 2009.

If you are interested in sending a proposal please complete the tender guideline (available for download from the above link), and reply to Gianni Bruggi at bruggig@qca.org.uk, also cc Olusegun Ojoawo at OjoawoO@qca.org.uk before the specified deadline.

Any queries regarding the content of the specification can be made to Naomi Biggs on BiggsN@qca.org.uk or phone 020 7509 5546.

Please note that the QCA only accept tenders from registered associates. If you would like more information regarding registration please visit the QCA website: http://www.qca.org.uk/qca_13736.aspx,

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