1-20 of 2,186 results for subject:"Teaching methods"
Librarians' tools
- Search time
- 0.338 seconds
- Solr query time
- 0.007 seconds
- Search query
- subject:"Teaching methods"
- We searched for
- subject_t:"Teaching methods" OR subject_t:"Educational techniques" OR subject_t:Tutoring OR subject_ses:93215
Type
House
Session
More
Year
More
Department
More
Member
More
Primary member
More
Answering member
More
Legislative stage
Legislation
Subject
More
Publisher
To ask the Secretary of State for Education, what steps her Department is taking to diversify teaching styles within traditional school settings.
To ask the Secretary of State for Education, what steps her Department is taking to diversify teaching styles within traditional school settings.
Schools and teachers have the professional autonomy to decide their approach to teaching, provided they demonstrate the Teachers’ Standards.
The in-school factor which makes the biggest difference to pupil outcomes is the quality of teaching. Therefore, the department has a programme of professional development that supports teachers to hone practices shown by evidence to support children’s learning and development.
The Initial Teacher Training and Early Career Framework (ITTECF) sets out a core minimum entitlement for all trainees of what should be covered during teacher training, which contains and now includes additional statements around adaptive teaching, developing an understanding of different pupil needs, and learning how to provide opportunities for success for all pupils. The government does not prescribe the content of Initial Teacher Training courses. It remains for individual providers to design courses which deliver against the Teaching Standards and that are appropriate to the needs of trainees and for the subject, phase and age range that the trainees will be teaching.
National Professional Qualifications (NPQs) are delivered through a range of providers so that participants can choose which will best meet their needs and preferences. Content on adaptive teaching is embedded throughout the suite of leadership NPQs, and there is also a specialist NPQ in Leading Teaching.
As part of a wider 0-25 special educational needs and disabilities (SEND) professional development offer backed by over £200 million, we are developing new courses for teachers and leaders which will include content on adaptive teaching and how to support all pupils to thrive in schools and colleges.
We are also developing new evidence-led resources to support effective teaching adaptation for all children and young people in schools and colleges, including those with SEND. These adaptive teaching resources, which were committed to in the Curriculum and Assessment Review response, will support teachers to bring the curriculum to life in inclusive and practical ways.
To ask the Secretary of State for Education, what assessment her Department has made of the potential merits of kinaesthetic learning.
To ask the Secretary of State for Education, what assessment her Department has made of the potential merits of kinaesthetic learning.
We support teachers to use evidence-based approaches and their professional judgement to choose the teaching methods that will best support their pupils to learn and progress, including active and hands-on approaches where appropriate.
Work is now underway to deliver a new curriculum and assessment system that is ambitious for every child, rich in knowledge and strong on skills. Programmes of study for each curriculum subject will be refreshed in line with the Curriculum and Assessment Review’s recommendations, and we are working towards a revised national curriculum being published in spring 2027, for first teaching in 2028. There will be opportunity to provide views on the new curriculum content when the department conducts a public consultation on the draft programmes of study later in the year.
To ask the Secretary of State for Education, what steps her Department is taking to support the implementation of high quality continuous provision in Key Stage 1 to ensure effective progression from the Early Years Foundation Stage.
To ask the Secretary of State for Education, what steps her Department is taking to support the implementation of high quality continuous provision in Key Stage 1 to ensure effective progression from the Early Years Foundation Stage.
Schools must decide how to best support children’s transitions from the early years foundation stages (EYFS) phase into key stage 1. Some schools continue elements of the pedagogical approach of the EYFS into Year 1 to enable a gradual transition. The EYFS Profile Assessment at the end of reception helps guide teachers in deciding how to meet the needs of each cohort and child.
The government’s response to the Curriculum and Assessment Review set out how we will be reforming the curriculum and assessment system, which will include changes at key stage 1.
To ask the Secretary of State for Education, what steps she is taking to help support children in schools to develop their vocabulary, grammar, pronunciation and listening skills.
To ask the Secretary of State for Education, what steps she is taking to help support children in schools to develop their vocabulary, grammar, pronunciation and listening skills.
The department recognises the importance of speaking and listening skills, which has been very clearly set out by the recent Curriculum and Assessment Review. As part of our English curriculum reform, we will make sure that communication skills inherent in curriculum subjects are more clearly expressed through revised programmes of study. We will revise the English and drama programmes of study to add more clarity and specificity in speaking and listening, as well as ensuring that the reformed English language GCSE focusses on the features and use of language as a form of communication. We will also create a new oracy framework to sit alongside the national curriculum that will support primary teachers to help their pupils become confident, fluent speakers, as well as a new secondary oracy, reading and writing framework, which will enable secondary teachers to connect and embed all three of those vital skills in each of their subjects as part of a whole school strategy.
We are also considering whether and how the sequencing of grammatical content in the curriculum should be changed, to enable pupils to master concepts and use them in context.
To ask the Secretary of State for Education, if she will ensure disadvantaged children from Yeovil constituency will be able to access the Safe Artificial Intelligence tutoring tools that will be available by the end of 2027.
To ask the Secretary of State for Education, if she will ensure disadvantaged children from Yeovil constituency will be able to access the Safe Artificial Intelligence tutoring tools that will be available by the end of 2027.
The department will work with educators, experts and developers to co-create and trial artificial intelligence (AI) tutoring tools. These tools will be aligned to the curriculum and safe by design, ensuring they support pupils’ learning. Educators from across the country will have opportunities to contribute to this co‑creation and testing to ensure tools meet classroom needs.
Our ambition is that pupils, including those who would not usually be able to access private tuition, can benefit from high quality, individualised support. Evidence from these trials will help schools to make informed choices and ensure solutions are effective, inclusive and grounded in national teaching practice.
Alongside this, we are developing new sovereign education benchmarks, to ensure AI tools used in schools reflect national expectations for pedagogy and safety. Further details on the programme will be announced in due course.
To ask the Secretary of State for Education, if she will include educators from Yeovil constituency in the co-creation of Artificial Intelligence tutoring tools.
To ask the Secretary of State for Education, if she will include educators from Yeovil constituency in the co-creation of Artificial Intelligence tutoring tools.
The department will work with educators, experts and developers to co-create and trial artificial intelligence (AI) tutoring tools. These tools will be aligned to the curriculum and safe by design, ensuring they support pupils’ learning. Educators from across the country will have opportunities to contribute to this co‑creation and testing to ensure tools meet classroom needs.
Our ambition is that pupils, including those who would not usually be able to access private tuition, can benefit from high quality, individualised support. Evidence from these trials will help schools to make informed choices and ensure solutions are effective, inclusive and grounded in national teaching practice.
Alongside this, we are developing new sovereign education benchmarks, to ensure AI tools used in schools reflect national expectations for pedagogy and safety. Further details on the programme will be announced in due course.
Moved by
Lord Addington
216: After subsection (2)(b), insert—
“(ba) may provide for exemptions for assistive technologies that are deemed necessary for a student’s education,”
Member’s explanatory statement
This amendment would add assistive technologies that are necessary for students' education, to the list of exemptions that can apply to the prohibition of smartphone use and...
Moved by
Lord Addington
216: After subsection (2)(b), insert—
“(ba) may provide for exemptions for assistive technologies that are deemed necessary for a student’s education,”
Member’s explanatory statement
This amendment would add assistive technologies that are necessary for students' education, to the list of exemptions that can apply to the prohibition of smartphone use and...
Lords report stage fifth day. Amendment 209 agreed to on division (176 to 132). Amendment 216 (to amendment 215) disagreed to on division (36 to 144). Amendment 215 agreed to on division (178 to 140). Amendments 244 to 246, 249 and 253 agreed to. Bill, as amended, ordered to be printed (HL Bill 166). (Part 2 of 2).
Lords report stage fifth day. Amendment 209 agreed to on division (176 to 132). Amendment 216 (to amendment 215) disagreed to on division (36 to 144). Amendment 215 agreed to on division (178 to 140). Amendments 244 to 246, 249 and 253 agreed to. Bill, as amended, ordered to be...
Moved by
Baroness Morgan of Cotes
209: After Clause 63, insert the following new Clause—
“Allergy safety provisions in schools
(1) Within 12 months of the day on which this Act is passed, all schools in England must—
(a) adopt a school allergy and anaphylaxis policy,
(b) obtain individual healthcare and anaphylaxis action plans for all...
Moved by
Baroness Morgan of Cotes
209: After Clause 63, insert the following new Clause—
“Allergy safety provisions in schools
(1) Within 12 months of the day on which this Act is passed, all schools in England must—
(a) adopt a school allergy and anaphylaxis policy,
(b) obtain individual healthcare and anaphylaxis action plans for all...
My Lords, it gives me great pleasure to move Amendment 209 and to support the other amendments in this group. I am grateful to the noble Baroness, Lady Berridge, for moving this amendment in Committee, as unfortunately I could not stay in the Chamber that night. In turn, I have...
My Lords, it gives me great pleasure to move Amendment 209 and to support the other amendments in this group. I am grateful to the noble Baroness, Lady Berridge, for moving this amendment in Committee, as unfortunately I could not stay in the Chamber that night. In turn, I have...
Moved by
Lord Freyberg
210: After subsection (1)(a), insert—
“(aa) ensure that the school’s allergy and anaphylaxis policy applies to any external catering provider operating on school premises and that such providers comply with the policy when preparing and serving food to pupils,”
Member’s explanatory statement
This amendment clarifies that a school’s allergy and anaphylaxis...
Moved by
Lord Freyberg
210: After subsection (1)(a), insert—
“(aa) ensure that the school’s allergy and anaphylaxis policy applies to any external catering provider operating on school premises and that such providers comply with the policy when preparing and serving food to pupils,”
Member’s explanatory statement
This amendment clarifies that a school’s allergy and anaphylaxis...
My Lords, Amendment 209 goes to the heart of what families rightly expect schools to do: keep children safe. This is not a novel or radical proposal. It responds to a long-standing and well-evidenced failure of the current system. For too long we have relied on guidance and good will,...
My Lords, Amendment 209 goes to the heart of what families rightly expect schools to do: keep children safe. This is not a novel or radical proposal. It responds to a long-standing and well-evidenced failure of the current system. For too long we have relied on guidance and good will,...
My Lords, I will speak briefly, having attached my name to Amendment 209, as the noble Baroness, Lady Morgan of Cotes, so powerfully introduced. I express my strongest possible support for Amendment 209 and commend the noble Lord, Lord Freyberg, for making important points in his amendments.
I will tell a...
My Lords, I will speak briefly, having attached my name to Amendment 209, as the noble Baroness, Lady Morgan of Cotes, so powerfully introduced. I express my strongest possible support for Amendment 209 and commend the noble Lord, Lord Freyberg, for making important points in his amendments.
I will tell a...
My Lords, I support Amendment 209, in the name of the noble Baroness, Lady Morgan of Cotes, to which I have added my name. I declare my interest as a parliamentary ambassador for the Natasha Allergy Research Foundation.
In doing so, I will not see my youngest daughter this evening, who...
My Lords, I support Amendment 209, in the name of the noble Baroness, Lady Morgan of Cotes, to which I have added my name. I declare my interest as a parliamentary ambassador for the Natasha Allergy Research Foundation.
In doing so, I will not see my youngest daughter this evening, who...
My Lords, I support all the amendments in this group, and particularly Amendment 209, in the names of my noble friend Lady Morgan of Cotes and other noble Lords who have added their names.
I have a granddaughter, now aged 10, who from birth has been allergic to dairy, eggs and...
My Lords, I support all the amendments in this group, and particularly Amendment 209, in the names of my noble friend Lady Morgan of Cotes and other noble Lords who have added their names.
I have a granddaughter, now aged 10, who from birth has been allergic to dairy, eggs and...
My Lords, it was 19 years ago that I had the privilege of chairing the Science and Technology Committee’s inquiry into allergy for this House. I remind the House that, even then, we were saying that half of those who died from an allergic reaction had not had any previous...
My Lords, it was 19 years ago that I had the privilege of chairing the Science and Technology Committee’s inquiry into allergy for this House. I remind the House that, even then, we were saying that half of those who died from an allergic reaction had not had any previous...
My Lords, I support Amendments 209, 210 and 212 and declare my interest as the chief operating officer of the Natasha Allergy Research Foundation, the UK’s food allergy charity.
While some schools manage food allergies well, too many do not and, as the noble Baroness, Lady Morgan of Cotes, expertly put...
My Lords, I support Amendments 209, 210 and 212 and declare my interest as the chief operating officer of the Natasha Allergy Research Foundation, the UK’s food allergy charity.
While some schools manage food allergies well, too many do not and, as the noble Baroness, Lady Morgan of Cotes, expertly put...
My Lords, I thank the noble Baroness, Lady Morgan of Cotes, for moving this amendment, and I associate myself with the excellent speeches made in support of it and the other amendments in the group. I also associate myself with the high praise for the Natasha Allergy Research Foundation, for...
My Lords, I thank the noble Baroness, Lady Morgan of Cotes, for moving this amendment, and I associate myself with the excellent speeches made in support of it and the other amendments in the group. I also associate myself with the high praise for the Natasha Allergy Research Foundation, for...
Every child must be safeguarded and safe from harm when they attend school. I remember, 15 years ago, what were called EpiPens. I had never heard of them until a parent came into school and told me about her child who had a particular allergy. We stocked EpiPens—one in each...
Every child must be safeguarded and safe from harm when they attend school. I remember, 15 years ago, what were called EpiPens. I had never heard of them until a parent came into school and told me about her child who had a particular allergy. We stocked EpiPens—one in each...
My Lords, His Majesty’s loyal Opposition understand how crucial allergy safety is in schools, and access to adrenaline auto-injectors is pivotal. Centralising and co-ordinating policy across education establishments is a much-needed step that would standardise current voluntary safety measures such as the provision of AAIs and provide a universal level...
My Lords, His Majesty’s loyal Opposition understand how crucial allergy safety is in schools, and access to adrenaline auto-injectors is pivotal. Centralising and co-ordinating policy across education establishments is a much-needed step that would standardise current voluntary safety measures such as the provision of AAIs and provide a universal level...