1-2 of 2 results for subject:"Teaching methods"
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Hayes, John
Type
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Hayes, John (2)
Answering member
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Legislation
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To ask the Secretary of State for Children, Schools and Families if he will make a statement on the implementation of personalised learning in schools.
To ask the Secretary of State for Children, Schools and Families if he will make a statement on the implementation of personalised learning in schools.
Asked by
John Hayes
(Conservative)
Answered by
Lord Knight of Weymouth
(Labour)
Answering body
Department for Children, Schools and Families
Type
Written questions
Status
Answered
Tabled on
3 July 2007
For answer on
5 July 2007
Answered on
16 July 2007
The Secretary of State announced new plans on Tuesday 10 July to encourage a personalised approach to teaching and learning in schools, with a focus on ensuring that every child has the chance to make the most of their talents and fulfil their potential. We will be providing £150 million for Assessment for Learning training over the next three years to help teachers better track their pupils' progress and personalise their learning to stretch gifted children and help underachieving children catch up. Assessment for learning plays a critical role in helping teachers monitor the progress of every pupil against their own individual expectations and triggering swift intervention for those pupils whose progress slows.There will be a major review of maths teaching in primary schools which will seek to define the most effective methods of teaching and learning maths to develop pupils' deeper understanding; and this will inform the design of Every Child Counts, a new intervention programme for young children who are struggling with numeracy.The Secretary of State has also announced a £265 million extended schools subsidy over the next three years to ensure that children from disadvantaged backgrounds benefit from extra out-of-hours tuition and after-school clubs in sport, music and drama.Personalised learning means taking a highly structured approach to pupils' progress in the round, encouraging pupils to take ownership of their own learning, and engaging with their parents as partners. These new programmes build on the work already under way, such as the Making Good Progress Pilots and supporting the well-being of children and young people through the roll-out Social and Emotional Aspects of Learning (SEAL) programme.
Subjects
Schools; Teaching methods
Date
16 July 2007
Reference
148225; 463 c121W
House
House of Commons
To ask the Secretary of State for Education and Skills what progress has been made towards the application of streaming in schools as recommended in the Government's 1997 manifesto; and if she will make a statement.
To ask the Secretary of State for Education and Skills what progress has been made towards the application of streaming in schools as recommended in the Government's 1997 manifesto; and if she will make a statement.
Asked by
John Hayes
(Conservative)
Answered by
Baroness Smith of Malvern
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
30 January 2006
For answer on
1 February 2006
Answered on
27 February 2006
Our 1997 Manifesto acknowledged that children are not all of the same ability, nor do they learn at the same speed and recommended setting children in classes by ability to maximise progress.We have encouraged schools to use setting since 1997, and putting children in ability groups within a class is now commonplace in primary schools. In secondary schools the majority of lessons in English, mathematics, science and modern foreign languages are set by ability and evidence suggests that there are more young people taught in ability sets now, than in 1997. However, schools are best placed to know the learning needs of their pupils and must use their own professional judgement to decide when and how to group pupils and set by ability.We will continue through the National Strategies and our Gifted and Talented programme to offer advice and guidance to schools on classroom practice so that they can make decisions about how to use pupil setting as part of their overall commitment to personalising and tailoring learning to meet the needs of all their pupils.
Subjects
Pupils; Standards; Teaching methods; Gifted children
Date
27 February 2006
Reference
48291; 443 c594-5W;443 c594W
House
House of Commons