England

Partners situated in England

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England in a nutshell

England is the largest of the four "home nations" of the United Kingdom of Great Britain and Northern Ireland, commonly known as the United Kingdom. The whole of the United Kingdom is a parliamentary democracy with its seat of government in London, the capital of England, and a constitutional monarchy with the Queen as the head of state. The United Kingdom is an island country located off the north-western coast of mainland Europe and includes the island of Great Britain, the northeast part of the island of Ireland and many small islands. The Crown Dependencies of the Channel Islands (Guernsey and Jersey) and the Isle of Man, formally possessions of the Crown, are not part of the UK but form a federacy with it.

Northern Ireland is the only part of the UK with a land border, sharing it with the Republic of Ireland. Apart from this land border, the UK is surrounded by the Atlantic Ocean, the North Sea, the English Channel and the Irish Sea. The largest component country, England, is linked to France by the Channel Tunnel.

The United Kingdom is a political union of England, Northern Ireland, Scotland and Wales. In the much longer term the total or partial break-up of this union appears inevitable to some commentators but the best evidence is that such a discontinuity is still some years ahead, and further ahead than it was, given the recent global recession. However, already (as in Canada) the various education systems in the four home nations of the UK are significantly different and getting more so. Even the authoritative OECD finds it impossible to provide unified reports on some aspects of the UK educational system.

The population of England is 53 million. The capital city is London - also the capital of the United Kingdom.

For more details on England see http://en.wikipedia.org/wiki/England

Education in England

(mainly sourced from: [2] and [3])

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Source: origial jpg on: [1]

Since it is considerably larger in population than the others combined it is common for observers to equate England with the United Kingdom. In the realm of education, this is a mistake - one has to analyse the constituent home nations.

Schools in England

(mainly sourced from: [4], [5] and [6])

There are three levels of school education: primary, secondary and tertiary.

Pre-school in England is relatively unregulated, and is not compulsory. The first exposure many children have to learn with others outside of traditional parenting is day care or a local government run playgroup. This type of activity is not generally considered schooling. Pre-school education is separate from primary school.

Pre-schools are usually run by local councils, community groups or private organizations. Pre-school is offered to three- to five-year-olds. The year before a child is due to attend primary school is the main year for pre-school education. This year is far more commonly attended, and usually takes the form of a few hours of activity five days a week.

Most children in England start school during the Academic Year that they are going to be five. Primary school is from year 1 to year 6 (11 years old), with the emphasis on developing English language and literacy skills, numeracy and basic mathematics as well as health and creative activities.

Secondary education is from year 7 (11 years old) to year 11 (16 years old). Core subjects are taught for the first two years and a selection of electives are introduced thereafter, culminating in GCSEs. Pupils may leave secondary schools at this time or continue to study for A levels. Students generally need at least 5 A*-C GCSE Grades, including English and Mathematics as a prerequiste to start A-levels.

A-levels are part of the tertiary Further Education process. A-levels can also be studied by students in Years 12 and 13 in a Sixth Form institution, as an optional part of secondary school. This is an integrated part of a Secondary Education institution in many areas of the country, while others have separate Sixth Form Colleges - this is normally done as a direct continuation of the secondary education process and hence most students study for the qualification from ages 16 to 18. The term Sixth Form has been retained as a vestige of the old system and is used as a collective term for years 12 and 13. The first five years of English secondary schooling were previously known as forms. Pupils started their first year of secondary school in the first form or first year, and this was the year in which pupils would normally become 12 years of age. Pupils would move up a form each year before entering the fifth form in the year in which they would have their sixteenth birthday. Those who stayed on at school to study for A-levels moved up into the sixth form, which was divided into the Lower Sixth and the Upper Sixth.

Sixth form education is not compulsory in England and Wales; however, university entrance normally requires at least 3 A-level qualifications, and perhaps one AS-level. Students usually select four subjects from the GCSEs they have just taken, for one "AS" year, the AS exams being taken at the end of lower sixth. Three subjects are then carried into the A2 year (the dropped AS being "cashed in" as a qualification) and further exams are taken at the end of that year. The marks attained in both sets of exams are converted into UCAS (Universities & Colleges Admissions Service) points, which must meet the offer made by the student's chosen university.

There are two categories of schools: State Schools and Independent or Private Schools (confusingly known as 'public' schools). Most of the older private institutions predate the availability of general compulsory public education in the 19th century and were "public" in the sense of an "initial public offering": anyone who can afford the tuition and meets the institutional requirements may attend, rather than the normal sense of being public, i.e. state run, institutions.

School is compulsory between the ages of five and sixteen, with, in recent years, over three quarters of students staying on until they are eighteen. State schools educate more than 90% of English pupils, with 7% in independent schools, rising to more than 18% of 16+ pupils.

State schools are free, while independent ‘public’ schools charge fees. The pupil/teacher ratio in Independent schools is 9.4:1. This compares with a ratio of 16.9:1 for maintained mainstream state schools (http://www.isc.co.uk/FactsFigures_TeachingStaffTeacherPupilRatio.htm). Regardless of whether a school is state-run or independent, they are required to adhere to the same curriculum frameworks. Most school students, whether in state or independent school, usually wear uniforms, although there are varying expectations and some schools do not demand this.

Primary education

Most children in England start school during the Academic Year that they are going to be five. Primary school is from year 1 to year 6 (11 years old), with the emphasis on developing English language and literacy skills, numeracy and basic mathematics as well as health and creative activities. There are no formal examination requirements and students progress to secondary education at the completion of primary schooling. National Curriculum assessments are a series of formative assessments, colloquially known as SATs, used to measure the attainment of children attending maintained schools in England. They comprise a mixture of teacher-led and test-based assessment depending on the age of the pupils.

The tests were introduced for 7-year-olds for the academic year ending July 1991, and for 11-year-olds in the academic year ending July 1995. Similar tests were introduced for 14-year-olds for the academic year ending July 1998 but were scrapped at the end of the academic year ending July 2009.

The assessments are completed at the end of each Key Stage and record attainment in terms of National Curriculum attainment levels, numbered between 1 and 8.

The Primary Framework for literacy and mathematics The Primary National Strategy is a set of tools for primary schools, aimed at helping them to raise standards – and to deliver the National Curriculum more effectively.

The Primary Framework for literacy and mathematics is a central part of the strategy. While the focus is on literacy and numeracy, schools can use the approaches it recommends to support teaching, learning and assessment across the whole curriculum.

Developing literacy skills As well as reading and writing, literacy involves the development speaking and listening skills. The framework encourages teachers to use a variety of approaches to teaching literacy. It recommends regular, dedicated literacy lessons, but recognises that pupils can also develop literacy skills while they learn about other subjects in the curriculum.

The framework encourages teachers to put a greater emphasis on using ‘phonics’ (teaching your child to recognise the sounds of parts of words). It also stresses the part parents can play in helping to develop a child’s literacy skills.

Developing maths skills The framework recommends a daily maths lesson, providing guidance for schools on how to develop pupils’ mathematical thinking and number skills.

As with literacy, schools are encouraged to use a variety of approaches. Published in October 2006, the latest version of the framework puts more emphasis on mental maths. It recommends that children should develop their recall of multiplication tables earlier, with a focus on understanding and application.

The strategy also sets out a suite of catch-up programmes designed to help pupils in Years 3, 4, 5 and 6 who have fallen behind. Parents are encouraged to get involved in developing their child’s numeracy skills as much as possible.

Secondary education

Secondary education is from year 7 (11 years old) to year 11 (16 years old). Core subjects are taught for the first two years and a selection of electives are introduced thereafter, culminating in GCSEs. Pupils may leave secondary schools at this time or continue to study for A levels, though not all secondary schools offer this option. Students generally need at least 5 A*-C GCSE Grades, including English and Mathematics as a prerequiste to start A-levels.

Further and higher education

Further education in England is provided by FE colleges and work-based training providers. Colleges in the English further education sector are grouped in five categories: General Further Education Colleges (GFE); Sixth Form Colleges (SFC); land-based Colleges (AHC); art, design and performing arts Colleges (ADPAC); special designated Colleges (SD). Many of these colleges also provide work-based vocational training programmes.

Higher education is provided by Universities, University Colleges, Colleges of Education and also in more than half the GFE colleges.

Universities in England

Since it is considerably larger in population than the others combined it is common for observers to equate England with the United Kingdom. In the realm of education, this is a mistake - one has to analyse the constituent home nations.

England is the most complex of the home nations with well over 100 institutions which are universities or of university status and in receipt of HEFCE funding. Only one institution is fully private (University of Buckingham) but all universities seek to maximise their income from other than state sources. In addition some 200 colleges also receive some funds from HEFCE for teaching university-level courses and 29 of these belong to the “Mixed Economy Group” of FE-HE colleges.

Below is a list of 18 which are better known for large-scale e-learning implementation or significant activity (including research) related to this.

• University of Bolton
• University of Cambridge
• Canterbury Christ Church University
• University of Derby
• University of Leicester
• University of Liverpool
• Institute of Education
• Middlesex University
• Northumbria University
• University of Nottingham
• Open University
• University of Oxford
• Oxford Brookes University
• Sheffield Hallam University
• University of Southampton
• Staffordshire University
• University of Wolverhampton
• University of Worcester

For those who want to check against more "official" lists, Universities UK (UUK), the Association of UK universities, has 132 members, but this includes some university colleges also. The HERO web site at http://www.hero.ac.uk/uk/universities___colleges/index.cfm also links to all universities and colleges.

University Colleges

As noted in Wikipedia, the term "university college" is used in a number of countries to denote institutions that provide tertiary education but do not have full or independent university status. A university college is often part of a larger university. Precise usage varies between countries.

In the UK the situation is confused, but not identical to the general situation. Typically, university colleges are independent institutions which are too small to be counted as universities and usually also have some restriction on their ability to grant the full range of degrees especially research degrees (doctorates). In the past, as university colleges grew and developed in sophistication and competence, they tended to become approved as universities - this process is ongoing.

(By tradition, some prestigous institutions that are or were part of the University of London are also called "University College". These are covered above.)

At present (due to many having been upgraded recently) there is a historically low number of university colleges in the UK. Although several are active in e-learning and took part in the UK benchmarking exercise, none are currently engaged in large-scale e-learning activity. Among those of most relevance longer-term are:

• University College for the Creative Arts (at Canterbury, Epsom, Farnham, Maidstone and Rochester)
• University College Falmouth
• St Mary's University College, Twickenham, London
• University College Plymouth St Mark & St John

The links given are to their benchmarking activities on the UK wiki covering e-learning.

Colleges of higher education

In the typical British way, there is no definition of a "college of higher education". However, in general terms they consist of institutions which are small and specialised and which do not award their own degrees - but in the typical British way this rule is only a guideline. Areas of specialisation are usually one or more of music, dance, drama, art, teacher training, theology, agriculture or nautical studies.

A very few are innovative in e-learning, but not many. Examples of those who are include:

• Ravensbourne College of Design and Communication

Further Education & Sixth Form Colleges in England

There are currently (April 2011) 351 Colleges in the England further education sector. Just under twenty years ago there were around 450 but since 1993, when these colleges were removed from direct local authority control and became autonomous institutions incorporated by Act of Parliament, mergers and closures [mainly the former] have reduced their numbers by over 20%.

Colleges in the English further education sector are grouped in five categories:

• 227 General Further Education Colleges (GFE)
• 94 Sixth Form Colleges (SFC)
• 16 land-based Colleges (AHC)
• 4 art, design and performing arts Colleges (ADPAC)
• 10 special designated Colleges (SD)

GFE colleges largely provide vocational education and training for the 16+ age group and training for businesses. Most (but not all) provide some general education courses at GCSE and A/AS Level; many provide limited vocational training for 14-16 year olds by arrangement with local secondary schools and the majority provide some higher education courses in partnership with universities. A small number have contracts to provide prison education, but with internet access restricted in penal institutions, the opportunities for virtual education are limited. Both in size (measured by annual budgets) and numbers of institutions, they form the largest part of the further education sector. Annual enrolments are mostly in the range of 10000-20000 learners; some rural colleges are considerably smaller and the largest few have up to 50000 enrolments per annum. The majority of learners are aged 16-24.

Sixth Form Colleges (SFC) are much more like extensions of schools beyond the compulsory phase. They provide largely academic courses (GCSE and A/AS Level) in preparation for university entrance. Some provide a limited range of vocational courses and adult education programmes, but the bulk of their student population consists of 16-18 year olds, studying full time. They range in size from 650 learners (the smallest) up to 2500, with the majority in the 1000-1750 range.

The sixteen land-based colleges (AHC) focus on vocational training for land-based industries and recreational management, largely, but not exclusively, in the sectots of agriculture, horticulture, equine studies and land and recreation management (e.g. farm management, forestry and golf courses). Most of them include some higher education courses in their portfolio and undertake some distance learning, often with international students. They range in size from around 500 to 3000 annual enrolments, with the largest contingent in the age range 16-24.

The four ADPAC colleges are specialist colleges, focusing on vocational training in art, design and performing arts, although, confusingly, not all cover all three sectors. They are more akin to small specialised FE colleges than other parts of the sector. They are small in size (smaller than most SFCs) and the majority of 16-24 year old students will be preparing for further vocational training.

The 10 Special Designated Institutions (SD) are largely colleges of adult education, and although they do contain a small number of students under 21 years old, they are relatively peripheral to VISCED.

In addition to the 351 colleges described above, there are some 70 independent colleges which provide learning and vocational training to people with physical and learning disabilities. The majority of their students are aged 16-24 and the colleges are members of NATSPEC, the national association of specialist independent colleges. Many of these (e.g. National Star College have pioneered online learning and virtual education for youg people with disabilities.

Education reform

The past twenty years have seen a continuing flurry of changes to all parts of the English education system, most notably in schools and further education. By the early 1990s the vast majority of secondary schools were non-selective comprehensives (though there remained wide variation in social and ethnic composition and academic achievements). Only 146 grammar schools remained, concentrated in a small number of local education authorities, especially Kent and Buckinghamshire. Sixth Form Colleges and FE colleges were still maintained by, and funded via the education authorities of local councils.

From 1993 onwards there have been large scale changes in governance, funding and curriculum in both the schools and further education sectors, resulting in increased diversity and numbers of schools, the removal of an increasing number of schools and all FE sector colleges from council control, and a gradual reduction in the number of colleges, through merger and occasional closure. These changes have not reduced bureaucracy and central control (as has often been sought), but have certainly increased confusion amongst parents and young people and stress levels for staff and managers. The major changes are summarised below and explored in more detail in the sub-sections following

Governance & Management:

• increasing numbers of schools (e.g. Academies) are now governed and managed independent of local authority control
• from 2011 onwards organisations are empowered to apply to set up 'free schools' based loosely on the Swedish free school model. There are very few of these yet
• since 1993, FE sector colleges, including SFCs, have been autonmous independent corporations out of local authority control

Curriculum and qualifications

• a national schools curriculum for the years of compulsory schooling was introduced in 1994 and has been tinkered with and modified several times since then
• separate GCE O Levels and CSEs were replaced by a single combined GCSE examination structure in the late 1980s
• the first year of 2-year GCE A Level courses was separately accredited as a stand alone qualification AS Level from 2002
• a new system of accrediting work-based vocational training NVQs was introduced during the early 1990s. A parallel set of qualifications for school or college-based vocational education GNVQs was introduced at the same time, but these were phased out by 2007 and replaced with Applied GCSE and A Levels
• in an attempt to bridge the academic/vocational divide and provide industry-standard qualifications of high status, Diplomas for 14-19 year olds were introduced in 2008; these may replace Applied GCSEs and A Levels by 2013, but take-up has so far been disappointing
• several attempts to simplify the enormous number of separate vocational qualifications have met with little success

Schools: Governance & Management

Nick

Schools: Curriculum

National Curriculum

The National Curriculum was introduced into England, Wales and Northern Ireland as a nationwide curriculum for primary and secondary state schools following the Education Reform Act 1988.

The National Curriculum sets out the stages and core subjects children will be taught during their time at school. Children aged five to 16 in 'maintained' or state schools must be taught the National Curriculum.

The National Curriculum is a framework used by all maintained schools to ensure that teaching and learning is balanced and consistent.

It sets out:

• the subjects taught
• the knowledge, skills and understanding required in each subject
• standards or attainment targets in each subject - teachers can use these to measure a child's progress and plan *the next steps in learning
• how a child's progress is assessed and reported

Within the framework of the National Curriculum, schools are free to plan and organise teaching and learning in the way that best meets the needs of their pupils.

The purpose of the National Curriculum was to standardise the content taught across schools in order to enable assessment, which in turn enabled the compilation of league tables detailing the assessment statistics for each school. These league tables, together with the provision to parents of some degree of choice in assignment of the school for their child (also legislated in the same act) were intended to encourage a ‘free market’ by allowing parents to choose schools based on their measured ability to teach the National Curriculum.

Public schools are free to choose their own curriculum and examinations and many have opted for the more demanding IGCSEs which are not tied to the National Curriculum. This may be creating a two-tier system with state school pupils losing out. From time to time ministers have suggested that state schools may be given funding to enter pupils for IGCSE examinations but a study was undertaken by QCA which concluded that IGCSEs do not follow the programmes of study required by the Key Stage 4 of the National Curriculum and therefore could not be offered as a state-funded alternative. This is especially significant for Virtual Schools, which favour IGCSEs because they do not require supervised coursework and are therefore easier to incorporate into a totally online course.

Many schools use the Qualifications and Curriculum Development Agency (QCDA) Schemes of Work to plan their curriculum. These help to translate the National Curriculum’s objectives into teaching and learning activities. National Curriculum subjects

The National Curriculum, taught to all pupils in state or maintained schools, is made up of blocks of years, known as key stages:

• Year 1 and Year 2 of primary school are known as Key Stage 1
• Years 3 to 6 of primary school are known as Key Stage 2

Compulsory National Curriculum subjects are the same for Key Stages 1 and 2:

• English
• Maths
• Science
• Design and technology
• Information and Communication Technology (ICT)
• History
• Geography
• Art and design
• Music
• Physical education

Schools also have to teach religious education, though parents have the right to withdraw children for all or part of the religious education curriculum. In addition, schools are advised to teach personal, social and health education (PSHE) and citizenship, together with at least one modern foreign language.

A school may cover these subjects under different names, and may teach more than one subject together under the same name. This is left up to individual schools, as long as they are covering the National Curriculum.

National Curriculum levels

At Key Stages 1, 2, and 3, the National Curriculum is accompanied by a series of eight levels. These are used to measure a child's progress compared to pupils of the same age across the country.

All schools assess pupils’ progress during the school year, though some make more frequent use of the National Curriculum levels than others.

A child is formally assessed at the end of Key Stages 1 and 2. At the end of Key Stage 1, the teacher’s assessment of a child’s progress will take account of performance in several tasks and tests in English and Maths.

At the end of Key Stage 2, children take national tests in English, Maths and Science.

By the end of Key Stage 1, most children will have reached level 2, and by the end of Key Stage 2 most will be at level 4.

From the ages of 11 to 16 children move through Key Stages 3 and 4. There are no national tests in Year 9. During Key Stage 4 most will work towards national qualifications – usually GCSEs.

Key Stage 3

Children attending a state school from ages 11 to 14 (Years 7 to 9) follow Key Stage 3 of the National Curriculum. Key Stage 3 compulsory National Curriculum subjects are:

• English
• Maths
• Science
• Design and technology
• Information and Communication Technology (ICT)
• History
• Geography
• Modern foreign languages
• Art and design
• Music
• Citizenship
• Physical education

Schools also have to provide:

• Careers education and guidance (during Year 9)
• Sex and Relationship Education (SRE)
• Religious education

Parents can choose to withdraw their child from all or part of the religious education curriculum and the non-statutory elements of SRE. Depending on the school, children may also have lessons in Personal, Social and Health Education (PSHE).

Choices in Year 9 During Year 9 children will choose which subjects they will study at Key Stage 4. Their studies in many of these subjects will lead to nationally recognised qualifications like GCSEs.

Key Stage 4

Pupils in Years 10 and 11 are usually between the ages of 14 and 16 years old. At the end of Key Stage 4 most pupils sit national examinations, usually GCSEs. They can also choose from a range of vocational qualifications.

In Key Stage 4, children study a mix of compulsory and optional subjects. The subjects they have to do are:

• English
• Maths
• Science
• Information and Communication Technology (ICT)
• Physical education
• Citizenship

In addition, pupils have to take careers education and work-related learning. Schools must also offer religious education, SRE and at least one subject from each of the four 'entitlement' areas.

The entitlement areas are:

• Arts subjects
• Design and technology
• Humanities
• Modern foreign languages

Sex and Relationship Education (SRE) and religious education

SRE is lifelong learning about physical, moral and emotional development. It involves teaching about sex, sexuality and sexual health, as well as the importance of stable and loving relationships, and of marriage for family life. It is not about the promotion of any particular sexual orientation or of sexual activity. Schools develop their own SRE programmes, taking account of government guidance and statutory requirements. Schools are encouraged to consult parents when developing or updating their SRE programme. A copy of the school’s SRE policy must be available for parents to inspect. Parents can withdraw a child from all or part of the SRE programme, but not from statutory elements which form part of the National Curriculum for science.

Religious education

A school’s curriculum for religious education is also drawn up locally – either by the school itself, or by a body with representatives from nearby schools, teachers and faith groups. Parents have the right to withdraw their child from all or part the religious education curriculum. Review of the curriculum for 11-16 year olds

In September 2007 a new secondary curriculum was published, intended to give schools more flexibility. The new curriculum aims to:

• cut back on the amount of compulsory subject content
• give teachers more time and space to personalise their teaching by offering catch up lessons in the basics, and creating opportunities for all pupils to deepen and extend their learning
• develop a stronger focus on the development of personal attributes and practical life skills
• help teachers to make connections between the subjects and to view the curriculum as a whole

The new Key Stage 3 curriculum is being brought in over a three year period. It became compulsory for Year 7 pupils in September 2008. From September 2009, it applied to all Year 7 and Year 8 pupils, and from September 2010 applied across Years 7, 8 and 9. Changes to the Key Stage 4 curriculum were brought in from September 2009.

New qualifications are being added to the curriculum and existing ones are being updated so that children can find subjects that interest them and ways to learn that suit them. The changes have been introduced to encourage children to continue in education for longer so they have a better chance of finding suitable jobs.

Diplomas for 14 to 19 year olds The Diploma is a new qualification for 14 to 19 year olds, designed to bridge the gap between academic and vocational learning. It offers a more practical, hands-on way of gaining the essential skills and knowledge that employers and universities look for.

From September 2008, selected schools and colleges around the country began offering the new Diploma qualification alongside GCSEs and A levels. By 2013 all children will be offered the full range of 17 Diplomas, if the present government continue the previous government's policy.

Along with the new Diploma qualification, there will be changes to GCSEs and A levels, more Apprenticeship opportunities and a new programme to support young people not achieving their potential.

Changes to GCSEs There have been changes to the way GCSEs are assessed from September 2009:

• coursework in most subjects replaced by controlled assessments, supervised by teachers in school
• teacher assessments continue in art and design, design and technology, home economics, music and physical education - but with stronger safeguards
• from September 2010, GCSE English, Maths and Information and Communications Technology (ICT) put more importance on the essential skills that young people need to prepare them for work and adult life

Changes to A levels From September 2008, the amount of time students have to spend on assessment has reduced. Higher achievers get more opportunities to demonstrate their ability – making it easier for universities and colleges to identify them. There will be:

• more open-ended questions, answered through extended essays
• a new (optional) extended project
• a new A* grade for the top performers

More schools and colleges are expected to provide opportunities to study higher education modules while doing A levels.

Help for those not achieving their potential The new 14-16 programme is aimed at young people who are unlikely to achieve at Level 1 – including those who have the potential to do well, but lack motivation. It shows how learning can create career opportunities and helps develop basic skills like literacy and numeracy, together with the attitude and personal and social skills that are important in learning and at work.

A new framework of qualifications at Entry and Level 1 support this, helping learners to progress towards Level 2 (the equivalent of five good GCSEs). Qualifications recognised under the framework include skills for life and work, vocational and subject-based learning, and personal and social development.

Further education: Governance & Management

In 1993 the further education sector (including SFCs) was taken out of local authority control and colleges became independent, autonomous corporations. This major change in governance was accompanied by changes in funding systems, which are described in Administration and Finance below. In GFE colleges one of the main impacts has been an increased search for external funding through providing customised training and business services and a reduction in the total number of colleges - there has been a net loss of almost a third of separate GFE colleges through mergers since 1993.

Qualifications and accreditation

General and academic qualifications GCSE is the main qualification taken by school pupils at age 16. English schools are largely judged by the percentage of pupils gaining 5 'good' GCSEs - at grade C or above - including English and Maths. The UK government announced in 2010 that it was extending this judgement into an English Baccalaureate and has publoished DfE Performance Tables to indicate which subjects can be counted in this.

The main general academic qualification for 16-18 year olds remains the GCE A Level. The first year of 2-year GCE A Level courses was separately accredited as a stand alone qualification AS Level from 2002.

Vocational qualifications There are still a myriad of separate accredited vocational qualifications in England, in spite of several attempts to simplify the system. Many of these are highly specialised and industry-specific. Sector Skills Councils oversee qualifications in their industry area.

A national system of accrediting work-based vocational training NVQs was introduced during the early 1990s: this is paralleled by Scotland's vocational qualification framework of SVQs. A range of more general qualifications for school or college-based vocational education GNVQs was introduced at the same time, but these were phased out by 2007 and replaced with Applied GCSE and A Levels.

In addition to GCSEs, school pupils may also take vocational courses, either at their school or a linked GFE college.

Academic/vocational qualifications In an attempt to bridge the academic/vocational divide and provide industry-standard qualifications of high status, Diplomas for 14-19 year olds were introduced in 2008; these may replace Applied GCSEs and A Levels by 2013, but take-up has so far been disappointing.

QCF GFE colleges have maintained their core business of vocational training, largely for 16-24 year olds, and have absorbed the accreditation and qualification changes described in the section above. They are also currently involved in adapting their programmes and courses to the Qualifications and Credit Framework (QCF), which aims to link the English vocational accreditation framework with European systems.

14-19 and University Technical Colleges

The 14-19 year age range has been the focus of much curriculum reform (both attempted and partially implemented) during the early years of this century, although the end of compulsory schooling at 16 cuts across this age band. The Diplomas have been at the heart of this, following from bolder and more sweeping proposals in the Tomlinson report which have not been implemented.

The most recent attempt to focus on this age group has been the introduction of University Technical Colleges (UTCs). So far (mid-2011) only three are in existence, with a further 12 due to be approved shortly and increased numbers over the next 4-5 years. It seems likely that the UTC curriculum will be centred around a mixture of 14-19 Diplomas and traditional GCSEs and GCE A Levels.

Administration and finance

(mainly sourced from: [7] and [8])

Schools

Nick

Colleges

FE sector colleges are independent autonomous corporations which administer their own affairs but are subject to inspection from Ofsted and audit from the Skills Funding Agency (GFE colleges) or Young Peoples' Learning Agency (SFCs). The Skills Funding Agency funds provision for the 19+ age group (and GFE colleges overall) and the Young Peoples' Learning Agency funds SFCs. Funding levels are decided by the agencies and funding follows the learner, but only for agency approved courses - provision which is not agency approved is at colleges' expense and they can decide what fees they will charge learners.

Training Providers

Giles

Quality assurance

(mainly sourced from: [9] and [10])

Schools

Nick

Colleges and Training Providers

Giles

ICT in education initiatives

Virtual initiatives in schools

The South Yorkshire e-learning Programme (SYeLP) , branded as e-sy.info, was set up in 2001. It was a partnership of the four local authorities in South Yorkshire: Barnsley Metropolitan Borough Council, Doncaster Metropolitan Borough Council, Rotherham Metropolitan Borough Council and Sheffield City Council, with support from Yorkshire Forward and the Learning and Skills Council (LSC). Established as a European Union (EU) Objective 1 funded project, which began with an initial feasibility study, followed by a pilot phase in 2001/2002 and roll-out of the main programme from 2003 onwards, the programme’s vision was:

• to contribute to economic regeneration in the sub-region and support the growth of information and knowledge-based industries through developing the digital skills of the current and future workforce;
• to harness the potential of digital technology to support and enable learning for all ages 10 and above, in schools, colleges, businesses and the community.

Aims South Yorkshire is an area of around 1.25m inhabitants. It is mainly urban but with rural pockets and has no unitary political authority.

When the programme started, the area was in severe economic decline due to the collapse of its traditional industries of coal and steel, and it was judged by the EU as an area of economic deprivation with GDP less than 75% of the EU average.

As a result the programme was set up to deliver and realise the benefits of Information and Communication Technology (ICT) in education and training, across South Yorkshire by:

• Improving educational achievement in schools and colleges
• Addressing social exclusion
• Increasing the skill-base of the current and future workforce to attract high technology companies
• Narrowing the digital divide
• Accelerating inward investment in ICT-related activity
• Sustaining the growth of e-learning throughout South Yorkshire

At the heart of the programme was a Virtual Learning Environment, a single point of access to learning resources shared by all organisations in the programme and by users through the Internet anywhere and anytime.

Achievements The programme’s achievements include:

• The creation of a single e-learning environment, which has aided the development of e-maturity and confidence in ICT and digital technologies in the sub-region
• Engaging 150 educational organisations in e-learning across South Yorkshire including, 31 primary schools, every secondary school and all Further Education (FE) colleges
• Engaging 450 Small & Medium Enterprises (SMEs) to participate in e-learning
• Developing e-learning in local community facilities such as Libraries and New Deal for Communities’ Projects
• Installing & upgrading ICT infrastructures in schools, colleges, businesses and local community organisations
• Engaging over 36,000 learners in e-learning
• 18,000 learners gaining ICT qualifications at Level 2 or above
• A growing national and international reputation for successful delivery of the largest e-learning programme in Europe through partnership working, as part of an economic regeneration strategy

Awards Since the programme was set up in 2001, it won a number of awards including:

• International “Supporting Excellence in e-Learning“(SEEL) Quality Award for e-Learning Regions
• National “e-Learning age Award for “best example of supporting learners online” from the e-Learning Network (2006)

Throughout the sub-region the programme has also directly contributed to:

• A rise in the number of pupils gaining ICT qualifications, with attainment in South Yorkshire rising faster than the national average and the sub-region’s closest statistical neighbours
• The numbers of General Certificate of Secondary Education (GCSE) ICT entries doubling over the same period
• Substantially closing the gap between South Yorkshire schools and the national target for pupil to computer ratio, with over 13,000 pieces of kit supplied.

The Bridge Academy and the Bridge Academy Online

The Bridge Academy is a pupil referral unit in Fulham, which caters for 175 boys and girls aged 11 to 16 who are not accessing mainstream schools. Just under half the pupils are from ethnic minorities, predominately Black Caribbean and Black African. Twenty-six pupils have statements of special educational needs, and 80% are eligible for free school meals. The standard of teaching at The Academy has for a number of years been recognised as of high quality, and the number of pupils achieving GCSEs has increased.

The Bridge Academy is taking part in an Innovation Unit sponsored field trial which has been running since Autumn 2006. The Academy is seeking to change the nature of the way its students participate in learning. The Bridge Academy Online was launched formally on 15 February 2007. The Bridge Academy Online is a virtual learning environment via which the school is setting up a differentiated core offer to enable it to provide for students outside the confines of the school building and school day. This offer ranges from a 5 GCSE diet to a highly individualised offer which includes (accredited) work and tailored courses. In phase 1 of the project, the Academy is providing 16 Year 9 students with an ICT equipment package, online activities and support for students and their families. By changing the timetable so students work from home for a day a week, it allows time for students to undertake these activities, and for teachers to personalise their learning. The Bridge Academy Online will draw content from other websites and sources and will develop tailored materials in order to support the bespoke offer which will address the needs of its young people.

The Academy hopes that the good relationships which have been nurtured between staff, parents and families will be extended by The Bridge Academy Online. Visits to pupils’ homes to install the equipment have already given staff added insight into pupils’ lives and their interests. One parent said

“Using The Bridge Academy Online with a computer at home has been fantastic. When he couldn’t do his homework before, he wouldn’t let me help him, he would tear it up. On the first day we had the kit we worked for five hours together working things out. Now he wants to know everything, how to do this, how to do that, and it stops him going out on the street.”

The network of relationships (between parents, staff and pupils) has been extended in parallel with the ICT network. This has been further strengthened with the recruitment of a former student as ICT technician. The ex-student has also designed the Academy’s logo.

The level of personalisation offered through the Bridge Academy and Academy Online is only possible because of the resources available and low learner-teacher ratio (maximum 6:1 and frequently lower). This means that it is unlikely to be replicable in mainstream schools (although it may be possible in Learner Support Units). However, specialist units and inclusion units may in some cases secure the additional resourcing necessary to provide a comparable level of personalisation and support.

The Innovation Unit speculates that the future for the Academy may lie in advising schools about personalising learning within the mainstream.

For an account of the Innovation Unit’s visit to and assessment of the Bridge Academy see http://www.innovation-unit.co.uk/images/stories/files/pdf/bridgeacademy.pdf

Accipio Learning

Accipio Learning claims to be the UK’s leading provider of live, interactive, online education and offers a learning experience that is similar to a mainstream school. In partnership with schools and local authorities, Accipio teach the most challenging pupils and help them achieve academic success and re-integrate into mainstream school.

Accipio Learning is targeted at young people who cannot attend mainstream secondary schools and operates ‘…much like a traditional school.’ Accipio lists young people who are excluded, at risk of exclusion, bullied, with medical needs, looked after children, have behavioural problems, are travellers, refugees and asylum seekers as being its core client group. The company works with over 80 Local Authorities and over 100 schools and works with in excess of 1000 pupils each academic year.

Accipio (based in Hatfield, Hertfordshire) operates as a ‘virtual school’ but its courses focus on the core curriculum subjects. It offers the core curriculum at Key Stages 3 and 4 and nationally accredited courses in work-related learning and basic skills. Available subjects are: KS3 – English, Maths, Science & ICT GCSE – English, Maths, Core Science, Additional Science, ICT, Preparation for Working Life (PWL) and Enterprise and Employability (E&E). Accipio also offers a range of New to English courses for pupils who do not speak English as their first language. It offers an archive of over 1500 pre-recorded lessons. It employs a full-time teaching staff of 40, a learning platform and online resources.

Live lessons are supplemented with homework. Lessons utilise Acippio’s own content and that of third party providers. Students join lessons of up to 15 pupils and log in at a set time. An on-screen register shows who is present. Pupils are equipped with microphones and headsets and/or messaging facilities and can use instant messaging to ask or answer questions so that either the whole class or just the teacher can see. A daily progress report gives mentors and LEAs an up-to-date assessment of each pupil’s progress.

Accipio works on an ‘annual cost per seat’ business model but each purchased seat is transferable, meaning that if a young person needs two months access due to illness the school still has ten months credit. One seat for a single subject would cost £1440. A package of 5 subjects would cost £6400 per seat per annum. Costs reduce with the number of seats purchased. This does not include broadband (£1150 pp.pa) or technical support (£450pp.pa).

Accipio offers access to its Archive for Schools alone at a cost of £10,000 for 10 learners per annum. The Archive is a resource of over 1100 GCSE lessons covering English, Maths, Dual Science and ICT. The Archive takes the format of electronically recorded lessons using visual content and teacher audio, making “virtual” lessons accessible 24 hours a day, 7 days a week. http://www.accipio-learning.com/

Nisai Virtual Academy

http://www.nisai.com/uk/education/nisai-virtual-academy

The Nisai Virtual Academy (NVA) is an online learning community and real-time teaching environment, working in partnership with Staffordshire University, focussing on support for NEETs (Not in Employment, Education or Training) and SEN (Special Educational Needs) students. It provides interactive learning programmes to students in the UK who are unable to access mainstream education. Typical students have disabilities, medical conditions, and behavioural issues, including the chronically ill/home educated, Excluded, Teenage mothers and Traveller Children.

It offers personalised learning and support programmes that are individually tailored around the specific needs of each student. All programmes at the NVA include a timetable of live, fully interactive lessons. Directed by teachers using online classroom technology, live lessons enable young people to participate, communicate and collaborate with other classmates from any location. Programmes are tailored around existing school timetables and used as either stand alone courses or to complement and support existing provision. The NVA also offers bite-size booster programmes, providing additional short-term support where needed.

The NVA offers a range of courses from Key Stage 3 to Key Stage 5 (A Level), as well as vocational and wellbeing programmes. Each student is assessed upon enrolment to identify their strengths, goals and areas for development, enabling them to learn and progress at a level that suits them on an individual basis. There are seven GCSE courses offered (including ICT, English, Maths, AS Levels, basic skills, key skills and selected NVQs). Students have access to communication tools and act collaboratively or interact privately with teachers. Length of courses and frequency of lessons can be tailored to the needs of individual cohorts.

When logging on to the NVA each student enters their own tailored, personal workspace. From this area students can join lessons, view assignments and see information relating to them and their courses. Students can also access all other areas in the NVA community environment. Pupils log in to online lessons of 30 minutes duration and typically take two lessons per week per subject.

The Nisai company started in 1996, when its concept of personalised learning was first established whilst offering training services to corporate clients – providing end users with the skills to use the latest software and computer systems of the day. Nisai worked with a range of clients around the world; including Shell, Unilever and Procter and Gamble – coaching members of staff through individually tailored and personalised programmes.

Over a five year period Nisai developed its personalised learning and in 2001, entered the UK education sector through a partnership with Warwickshire County Council. Called the Nisai-Iris Partnership, the pioneering project offered synchronous learning to out of school children in the authority using Nisai’s live classroom technology. Nisai helped Warwickshire County Council to develop content and pedagogies and to harness new technologies for educational benefits. The experience gained was put into developing the Nisai Virtual Academy (NVA) which took on its first cohort of students in 2004, with most of its students registered with Warwickshire. NVA opened its second UK office in 2005 in the North East of England – taking on staff across a range of roles including development, support, teaching and administration. Since then it has worked with over 40 Local Authorities and other educational organisations. The NVA regularly works in partnership with schools, local authorities and support organisations to provide young people with local, face-to-face support. It also acts as an environment to bring each member of a student’s support team together to work collaboratively. NVA is recognised by IMS Global Learning Consortium as a leader in personalised learning

A Booster Programme has now been developed for schools and colleges to raise the attainment levels of students requiring additional support with their learning.

Specialist support is delivered both locally, in partnership with schools, and online through the NVA’s Wellbeing centre. This enables students exhibiting challenging behaviour to participate in accredited programmes with educational psychologists and other specialists in conditions such as autism and Asperger’s.

Exam results have been encouraging: In 2007, 72% of students achieved GCSE pass grades (A*-C) while 100% passed at A level. In 2008 64% of students achieved GCSE pass grades (A*-C), 65% passed Key Skills while 100% passed at A level. In 2009 63% of students achieved GCSE pass grades (A*-C), 86% passed Key Skills while 100% passed at A level. In 2010 NVA Students achieved a combined 98% pass rate at GCSE and 96% at A level.

In 2011 the NVA launched a new range of exam preparation programmes and summer learning programmes. It has recently launched a Wellbeing Centre that offers one-to-one and group support programmes online provided by educational psychologists and other specialists in conditions such as Autism and Asperger’s.

The Nisai Group is now expanding its operations in Australia following a pilot of the business platform, Nisai Connect Lite. Using architecture developed for the Nisai Virtual Academy, the Connect Lite platform allows training providers and SMEs to provide learners with access to an online portal to communicate, share resources, collaborate on projects and access training materials. The platform also includes the online classroom service Nisai Live, which allows training providers to deliver live, interactive sessions to learners at any location.

Tel: +44 (0)20 8424 8475 Head Office: Milton Road, Harrow, Middlesex, HA1 1XB Regional Office North: Newport House, Thornaby Place, Stockton-on-Tees, TS17 6SE Email: info@nisai.com

Virtual initiatives in colleges and training providers

MoLeNET

The Mobile Learning Network (MoLeNET) initiative funded and supported 104 projects involving approximately 40,000 learners and over 7,000 staff, in the 3 years 2007/08, 2008/09 and 2009/10

MoLeNET was a unique collaborative approach to introducing and supporting mobile learning in education and training via supported shared cost mobile learning projects. The LSN MoLeNET Support and Evaluation programme provided technical and pedagogic advice and support, materials development, continuing professional development, mentoring, facilitation of peer-to-peer support, networking and resource sharing, research and evaluation.

LSN are continuing to provide services which support institutions, organisations and practitioners to introduce and embed mobile learning into their teaching and learning delivery

MoLeNET was the biggest mobile learning programme in the UK and probably the world. Collaboration at national level involved participating institutions and the Learning and Skills Council (LSC) sharing the cost of mobile learning projects, with the LSN providing support and evaluation. The programme included technical and pedagogic advice and support, materials development, continuing professional development, mentoring, facilitating peer-to-peer support, networking and resource sharing, research and evaluation. National online support included MoLeTV (www.moletv.org.uk) and MoLeSHARE (http://www.moleshare.org.uk)

MoLeNET used a broad definition of mobile learning: “The exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning.” The attraction of mobile learning is that it can take place in any location, at any time, including classroom, workplace, home, community locations and in transit. Mobile devices include mobile phones, smartphones, PDAs, MP3/ MP4 players (e.g. iPODs), handheld gaming devices (e.g. Sony PSP, Nintendo DS), Ultramobile PCs (UMPCs), mini notebooks or netbooks (e.g. Asus EEE), handheld GPS, video cameras, voting devices, etc. Mobile learning also involves connectivity via wireless networks, mobile phone networks and linking to institutional systems.

The first phase of MoLeNET began in 2007. The second phase included 30 new projects. The programme completed its third and final phase last year. http://www.molenet.org.uk/

The Sheffield College MoLeNET project The Sheffield College joined the MoLeNET programme in Phase 2, a £300,000 bid targeting Sheffield City College, using the acronym ‘MATTS’ (M-learning – A Tool for Transformation in Sheffield). The partnership bid led by the college for MoLeNET3 was awarded £237,500 as part of the national £2.5m MoLeNET3 allocation in 2009/10. Phase 3 targeted the college centres at Hillsborough and Norton. Partners were the Sheffield Diploma Consortium and six local secondary schools: All Saints School, Chaucer Business and Enterprise College, The City School, Myers Grove School, Stocksbridge High School and Wisewood Sports and Community College. The Project Manager was Dave Pickersgill, reporting to a steering group and a project implementation group, consisting of college and school managers, critical friends and consultancy from Sero Consulting Ltd.

Throughout the MATTS project there were various face-to-face events which enabled staff to meet and talk about what they are doing. However, because of the demands on staff time it was appreciated that not everyone was able to attend all the events. For this reason a well-used Moodle was set up to support a MoLeNET Community of Practice. http://vle.sheffcol.ac.uk/moodle/course/view.php?id=854

In a related initiative, Sheffield College was one of eight colleges receiving £40,000 capital funding to set up a MoLeNET Academy. The Academy was a centre of excellence for mobile learning CPD and helped to support three micro projects at Franklin College (Grimsby), Hartlepool College and John Leggott College (Scunthorpe).

Case Studies of micro projects:

• Case Study 1: Using Qwizdom voting devices with Carpentry and Joinery students.

Aims: to further engage level 2 Carpentry and Joinery students.

Addressing the challenge: • Learners took part in quizzes to check if learning had taken place by using the hand held voting devices to submit answers to prepared questions. The responses were recorded and their progress fed back to them in the form of a game (racing cars). This created healthy competition as well as requiring the students to meet their learning objectives. • Each learner’s progress was monitored against learning objectives set by the teacher and the results tracked in the game. • Students enjoyed using Qwizdom.

Impact on teaching and learning: • Students using Qwizdom got better results • Students were more engaged with their learning when Qwizdom was being used. • Students were more active and contributed more towards the lesson. • The tutor facilitated the lesson but the session soon became more student-led.

Learner’s reaction: • One student suggested that they could create the content for future Qwizdom sessions. • Students are requesting the use of Qwizdom for future lessons

John: “Qwizdom has helped me to remember important bits of information.”

Sam: “I enjoyed using Qwizdom because it makes learning fun.”

Teacher’s reaction: (referring to an Ofsted observation during the March 2010 inspection of the Sheffield College)

"The inspector fed back to colleagues and other departments that if they would like to see active learning taking place they should go and see one of my lessons as the inspector was impressed at how the students were involved in the session. This has increased competition within the group to achieve, in a fun and productive way. I have been assessing my learners with this resource and I love it and so do my learners. One particular group recently took their Gola on line end exam where they achieved 5 distinctions, 5 merits and 1 pass out of 11 learners. This was their first attempt at the test and these are results that I am extremely proud of." Michael Cook, Carpentry and Joinery, Sheffield City College.

Lessons learned: • Setting up initial power point presentations to use with Qwizdom can be time-consuming. Better to add to an existing power point presentation. • Develop uses as a team of teachers rather than alone!

Next steps: • Develop more lessons with Qwizdom software. • Use reports created in Qwizdom to track student’s progress.

Links: http://goo.gl/TCSNu Qwizdom Education: http://education.qwizdom.co.uk/index.php

• Case Study 2: Using iPod Nanos at All Saints Catholic High School Sheffield

Overview Year 7, top set: As part of two schemes of work, 'Debating and Presentation' and 'The Merchant of Venice', students used the voice memo function on iPod Nanos to record themselves practising presentations, speeches and audio guides. They worked with a learning partner to listen back to this work, identifying strengths and setting targets. The targets were then reflected upon and discussed before students created final, 'neat' copies of the speeches. This work could then be marked in the teacher's own time, maximising the drafting time available in lessons for students. The devices were also taken on a trip to Stratford-upon-Avon for students to record details, which they developed and expanded back in class.

Impact on teaching and learning • Improved speaking and listening grades by an average of one sub-level per student; • Increased understanding of students' own speaking habits and strengths. Planning lessons with the iPod Nanos gave students time to work on their speeches and as they were able to listen back to them, they were keen to create a 'perfect' recording. Students took ownership of their own work and understood speaking and listening grades more clearly. Crucially, they were much more engaged in speaking and listening work using the Ipod Nanos than with previous tasks, where they wanted to "just get up and do it"; using the iPod Nanos helped them understand the importance of drafting and practising. Significantly, students could identify the improvements they had made between the first and final recordings.

Next steps Continue using with top set year seven next year and trial a similar project with another class for their speaking and listening assessments to encourage similar engagement, independence and pride in their work. Ten of the current group help run a lunchtime news group; the iPod Nanos can be used in a similar way to improve their news broadcasts.

• Case Study 3: Using PSPs in a Mencap competition

A group of LLD learners who attend Norton College wished to enter the ‘MENCAP Snap! 2010 photo and film competition.’ The 2010 theme was, ‘to tell us what you like doing to be active.’ The ‘School Sports Partnership – SEN Athletics MLD 2010’ event at the English Institute of Sport in Sheffield was a good venue for image-gathering as the learners would be entering many of the events. Some twenty schools and colleges from across the region took part in this day (18th May 2010). Student Adam Cowlishaw was subsequently one of the 100 winners in the photography competition: http://goo.gl/RenRs Aims: (i) a structured opportunity to use the camera function of the Sony PSP (ii) the opportunity to enter a national competition and (iii) opportunities to increase their self-awareness and esteem.

Addressing the challenge: PSP devices (with GoCameras) were first introduced in the classroom. On event day, learners were encouraged to record events, using both still and video digital imaging. After the event, images were studied and appropriate entries made to the Mencap competition Outcomes and reactions: Learners quickly became adept at using the PSP GoCamera function Learners enjoyed seeing results immediately and were able to act on results Speech and language improved significantly Impact on teaching and learning: The PSPs have made a great impact on teaching and learning within the department. The students were quick to respond to requests when using the equipment and they enjoyed inventing new ways of using them to learn. They helped spark new ideas and students have gained in confidence and self-esteem. eg using eye contact when talking to someone. Memory recall has also improved.

Learners’ reaction: Learners can connect with this technology immediately; whatever their learning difficulty they need very little demonstrating on how to use it. The technology has been key to opening doors which were previously locked with some students. They may not have the ability to write a diary of events but they can record it! It brings their ideas to life and they respond with great enthusiasm. This in turn encourages speech and language therapy. "I like using the PSP in lessons because I don’t like writing, my writing and spelling isn’t very good. I don’t feel embarrassed using the PSP and I like being able to see my pictures so I can see how good they are." (Chris Wells, age 18) "It’s magic I like using the PSP for taking pictures and videos better than playing games on it. My memory isn’t very good and when I look back at my videos I remember things better." (Danielle Barson, age 17)

Teacher’s reaction: Some teachers some were worried they wouldn’t be able to demonstrate the PSP and help the students use the device effectively enough to get the desired results. They soon realised the students needed very little tuition on how to use the device. The students enjoyed teaching the teachers! Staff then enjoyed encouraging the students to be more creative with their ideas. "I wasn’t surprised at the increase in learner engagement: even though our students have learning difficulties they grasp new ideas quickly. What did surprise me was the knock on effect of using the PSP’s video function. Students responded to questions on video more readily than in Q & A sessions in the classroom. It sparked positive reaction and students who are normally very quiet and unresponsive to many activities ‘woke up’ and took notice. These were the students who produced the best video and picture results." (Jeanette Bell, Lecturer Additional Support)

Managers’ reactions: "A programme of staff training is planned around the use of the new technology being offered to Additional Support. The team is keen to explore ways in which the new technology can be used to enhance our curriculum area. I am excited at the prospect of staff using other technologies which may become available. It’s about time we used resources which allow our students and teachers to be more creative. The results have been very encouraging so far." (Paul Blakeney, Additional Support Manager) What Worked The PSP created opportunities for an expanded learning environment, from classroom to offsite learning to home. It instantly engaged learners who would normally take a long time to grasp new concepts. Instant assessment made a huge difference: improvements and alterations could be made there and then thus allowing the student to feel less frustrated.

Next steps: Wi-fi access is planned for parts of the Norton building which will allow increased use of other PSP functions Student-led sessions will extend the boundaries of using mobile technology in offsite sessions. Links: http://goo.gl/E9y12 English Institute of Sports Sheffield: http://www.eis-sheffield.co.uk/ Mencap Snap! 2010: http://www.mencap.org.uk/page.asp?id=3704

• Case Study 4: PSPs at City School English and Media class, Y9

Using PSPs to identify the key aspects of film trailers, explore camera angles and analyse film for purpose. Also to increase student engagement, increase independence in learning and to personalise learning. Each student had their own PSP, working independently, identifying key features of a documentary film trailer. Each student had their own task to do. The PSPs helped the teacher to avoid having to play the same video over and over again to the whole class on the whiteboard. Each student could watch the film as many times as they needed to. T: “We’re probably getting twice as much work done…The PSP has saved our lives.” Students concentrated very effectively on the task. Mobile devices provide variety, an alternative mode of delivery and a solution to the difficulty of differentiated learning in a class. Resources used: PSPs, headphones, trailer video which each student can pause when they need to, rewind, etc. The task was to answer specific questions analysing the trailer, such as: ‘Speed – does the film speed up or slow down?’ ‘Use of Captions’ ‘Describe the music and any changes you hear’; ‘The last image you see’; ‘use of voice over – what is said.’ ‘How many scene changes can you count?’ Sound effects – can you identify any sounds?’ The teacher (Martin Greenhough, Faculty Head – Communications) used the PSP to develop independent work. The device enables differentiation in how students respond to task, from level 4 to level 7. Each student can work at their particular level, rather than having to fit in with the pace or depth of rest of class. Link: http://goo.gl/2w7Jr

• Case Study 5: Using Mobile Technology in a Learning Resource Centre'

Aims: The Learning Resource Centres at both Hillsborough and Norton Colleges wished to increase use of the LRC by (i) attracting hard-to-reach learners and (ii) enhancing the service available to learners.

Addressing the challenge: A wide variety of devices were introduced:

• A lunchtime Nintendo ‘games club’
• Graphics tablets loaned to students
• Dell mini-9 notebook pcs used to supplement desktop devices
• IiPods loaned out to students for exam revision
• E-readers

Learning Assistant Melinda Green believes; "students are already really enjoying using these devices, so we're excited about trying out some other ideas to ensure we're utilising them as effectively as possible. After that, our next challenge is to develop a QR-code treasure hunt ready for Induction in September."

Next steps: • A wider selection of Nintendo games will be obtained using other funding sources • Learners will be encouraged to suggest suitable games. • Wi-fi access is planned for the LRC at Norton from September 2010 (other centres already have this) Link: [11]

Findings of Sheffield College project

The Sheffield MoLeNET Camel process used a radically different approach to traditional CPD: buy the kit first, distribute it to teachers willing to experiment with it, then share successes and failures with other staff (combined with a buffet to encourage informal networking and guest speakers to give further ideas on how the kit might be used).

A perennial problem for staff development is: which comes first – the kit or the training?

It is easy for institutions to waste money on staff training where teachers are introduced to innovative practices which turn out to be impossible to implement in classrooms because they lack the necessary equipment. This waste of money is, however, invisible, so the practice tends to continue without a proper examination of its effectiveness. Any waste of money is much more visible using the MoLeNET model, if kit is bought but then not used. But precisely because it is so visible, there is a much stronger incentive to do something with it and kick-start the process of staff development.

‘Show and tell’ events to share experiences were successful because staff felt completely free to be open and honest about shortcomings as well as triumphs. This too is unusual in most project reviews, where implementers feel an obligation to highlight successes and minimise or brush under the carpet any failures. This openness in turn encouraged other teachers to have a go, feeling less in awe of ‘experts’ or innovators who might decry their faltering steps or limited ambitions. The model also neutralised the common conservative response that an innovation might work in the trainer’s subject area, but ‘couldn’t work in my class.’ Nobody is told, ‘This is what you should try and do’. At most the advice is: ‘This is one way you might try, but you will probably find a better way yourself.’

This devolution of the source of innovation from trainer to teacher can also be carried further, when students come up with their own ideas of how to use new devices which the teacher had not thought of. Such a collaborative approach to innovation seems much more likely to win hearts and minds than any new approach imposed by managers.

The project has proved the learning value of mobile devices. Both teachers and learners have embraced the potential of the technology with great enthusiasm. This potential would have remained hidden without the injection of funds and impetus provided by the project. However it is doubtful that the college can afford to provide new devices for students on the same scale year on year. Fortunately, this scale of provision is not necessary, since students own a large number of mobile devices themselves – devices that they would prefer to use, since they’re familiar with their operation. The project has proved cost-effective in having a significant impact on the culture of the college, encouraging institutional acceptance that mobile learning can and will be highly effective and that the network therefore needs to be accessible by wi-fi to both college and learner-owned devices. It is hoped that this culture change will help the college to make the most of the potential offered by mobile technologies and maintain its reputation for innovation in learning technology.

References

Both

• [12]
• [13]
• [http://www.pisa.oecd.org/pages/

Relevant websites

Both

• European Commission
• [14]
• [15]
• [16]
• [17]
• [18]
• [19]
• [20]
• [21]
• [22]
• [23]