[ARCHIVED CONTENT] Locate CPD content

A Framework for learning: Delivering achievement for all

This publication provides an introduction for senior leaders to the resources, support and guidance for school improvement available from the National Strategies and shows how leaders of learning in schools can ensure that these resources and materials are used to directly benefit pupils and professionally develop staff. Ref: 00584-2008BKT-EN Publication date: September 2008

Grammar for reading and writing

The re-versioned Grammar for reading and writing materials which will help teachers revise, consolidate and improve their own knowledge as well as provide them with some ideas for classroom practice.

Words and phrases

This section deals with morphemes and word classes, which you may know as 'parts of speech'. Now, the focus is on the structural features that signal the way in which groups of words behave rather than on a definition based on meaning such as 'naming words' or 'doing words'.
Clause structure and simple sentences

This section deals with clause structure and simple sentences, including syntax and verbs. Syntax is rule-driven which means that only certain word classes can be placed in some positions if the clause is to make sense. Verbs are the key element in a clause and the key word class for this section.
Compound and complex sentences

A simple sentence consists of one main clause. Few sentences are simple ones and most sentences combine clauses to express linked ideas or ideas which are dependent on each other for unity of meaning.
Coherence and cohesion

These two aspects ensure texts make sense. Text is from the Latin texere (to weave) so coherence and cohesion ensure a text is woven together into a whole, rather than being an unrelated collection of sentences and/or paragraphs.
Language variety and language change

At GCSE, pupils have to adapt to different situations, use Standard English appropriately and relate texts to their social, cultural and historical contexts and literary traditions and use accurate spelling. Being aware of language variety in particular will support pupils in reading and understanding texts written over many centuries and will encourage them to understand the derivation of language used today.
Classroom activities

These activities develop an understanding of the various aspects of grammar as well as the text as a whole. Each activity has suggested year groups and objectives, though you will want to use them to provide appropriate progression and challenge matched to your pupils’ needs.

The school library and the Key Stage 3 National Strategy

Material accompanies a training day that aims to keep school librarians informed of the work of the Key Stage 3 National Strategy and to know the contribution they can make to improving teaching and learning and raising standards in secondary schools.

Literacy Progress Unit: Spelling

One of six Literacy Progress Units which provide a programme of support materials for teachers of pupils who attained below Level 4 at the end of Key Stage 2. This unit focuses on teaching pupils to spell accurately and uses spelling conventions to help them make informed choices about how a particular word should be spelled. Ref: 0475-2001 Publication date: June 2001

Key messages from Secondary foundation subjects training

These key messages leaflets summarise key points from the foundation subjects training materials for schools.

The behaviour and attendance action plan toolkit: Unit 7 – Out-of-class behaviour

This booklet contains unit 7 of the behaviour and attendance action plan toolkit, which is for use by behaviour and attendance leaders, mediated by consultants, to disseminate advice, stimulate thinking and action, and signpost resources about out-of-class behaviour. Ref: 1264-2005 Publication date: January 2005

Strengthening pedagogy with ICT: Early adopters' project – Bristol and Bath Spa

Background information on implementing a programme of accredited continuing professional development (CPD) using the 'Strengthening Pedagogy with ICT' pack, with a case study on Cotham School involving a collaboration between Bristol local authority (LA) and Bath Spa University.

What we did

Overview of how Bristol Local Authority (LA) and Bath Spa University began to use the 'Strengthening Pedagogy with ICT' resource at Cotham School to encourage and support teachers to investigate how information and communication technology can strengthen pedagogy, to critically evaluate their own and others' practice and to relate practice to current research by providing recognition for professional development through accreditation.
Next steps

Overview of the next steps to be taken in the process of the programme of accredited continuing professional development (CPD) using the 'Strengthening Pedagogy with ICT' pack, concluding with the outcomes and lessons so far at Cotham school by Bristol local authority (LA) and Bath Spa University.

Retaining effective science teachers - a development toolkit

This toolkit will help with strategies to develop staff and increase performance and retention. Ref: 00051-2008DVD-EN Publication date: October 2008

Leading and coordinating CPD in secondary schools DVD

These materials, aimed at school Continuing professional development (CPD) leaders and strategy managers, gives examples of good practice in professional development and provides specific case studies. Ref: 0189-2005 Publication date: February 2005

Science Strand Participant's Materials

This ringbinder from the Key Stage 3 National Strategy contains resources for participants. Ref: 0180-2002 Publication date: April 2002

Secondary

Refine your view