Sentences with phrase «guidance report»

We've just done a set of guidance reports around Primary Literacy, that will set out eight recommendations that the research says around how to develop Primary Literacy.

Any that wants to will be able to take part in programmes funded throughout the campaign and all will have access to school improvement resources such as evidence - based guidance reports.

New EEF guidance report aims to support schools to put evidence to workWriting in this week's TES magazine, Sir Kevan Collins, Chief Executive of the...

Teaching assistants should not be used as substitute teachers for low - attaining pupils, according to a new guidance report from the Education Endowment...

Below, we provide a link to our recently published guidance report, which summarises the best available evidence at KS2 and KS3.

The EEF has published 7 recommendations as part of its new guidance report, «Metacognition and self - regulated learning»

There is extensive evidence showing the impact of using writing composition strategies and the approach is included in the EEF's primary literacy guidance reports.

Over the past five years, companies that issued quarterly EPS guidance reported an actual EPS number that was 12.8 % above the EPS guidance on average.

To support schools, the EEF published its first guidance report last year.

There are a number of strategies that we as school leaders can consider, this table, extracted from the EEF guidance report outlines some of the more proven and effective approaches for what is termed as «preparedness»:

Let's look in detail at how the recommendations in the Maths guidance report relate to the National Centre for Excellence in Teaching Mathematics» (NCETM) Five Big Ideas for mastery: coherence, representation and structure, mathematical thinking, fluency and variation.

Back then it wasn't as easy either, because we didn't have a nice guidance report written up by the EEF.

Later this month, we'll be publishing our latest guidance report, with clear and actionable recommendations, to support schools and teachers to develop their pupils» metacognitive skills.

The next series of guidance reports published by the EEF will focus on teaching maths.

A description of the common features of these programmes is provided in the EEF's literacy guidance reports.

Through our partnership with the Kusuma Trust UK, the Research Schools Network will work with local schools to break down barriers and make sure that evidence from our guidance reports has a real impact on classroom practice.

Our guidance report signals a long - term commitment by the EEF to maximise the impact of TAs in English schools.

In 2015 it issued a guidance report setting out seven, evidence - based recommendations primarily for Principals and other school leadership staff, but also classroom teachers who need to make decisions on the use of classroom support staff.

The EEF has brought together the best available evidence on maths teaching in a guidance report focusing on Key Stages 2 and 3.

The EEF has summarised the evidence around primary literacy into a series of guidance reports, which make evidence - based recommendations to improve practice.

Our guidance reports on teaching literacy in Key Stages 1 and 2 suggests that reading strategies are most effective as part of a broad and balanced approach to developing effective literacy.

This guidance report draws on the best available evidence regarding the teaching of maths at Key Stages 2 and 3.

The guidance report was created over three stages, in consultation with teachers.

Maths at Key Stage 3 is a priority area for the EEF and we recently published a guidance report on Maths in Key Stages 2 and 3.

RME's focus on teaching multiple problem solving strategies is a good fit with the guidance report's recommendation on problem solving.

Since the EEF guidance report was published, several teachers have asked me if the guidance encourages mastery.

The guidance report offers practical, evidence - based recommendations in eight areas — that are relevant to all pupils — but particularly to those struggling with their mathematics.

Shaun Allison, Director of Durrington Research School, introduces the EEF's latest guidance report, «Putting Evidence to Work: A School's Guide to...

Professor Jeremy Hodgen — Chair of Mathematics Education at the UCL Institute of Education — led the evidence review underpinning the recent EEF guidance report, «Improving Mathematics at Key Stages 2 and 3.

Rob Webster worked on another guidance report, Making Best Use of Teaching Assistants, published on February 27 by the Education Endowment Foundation.

This guidance report sits alongside the EEF's other guidance reports — focused on literacy, maths, effective implementation and making best use of teaching assistants — providing the basis for an overall advance towards evidence - informed school improvement.

Using these guidance reports effectively, therefore, means digging deeper into the recommendations.

They also lead the production of guidance reports and work closely with colleagues in the EEF's Dissemination and Impact team and Research Schools Network, to ensure our approach to scale - up and mobilisation draws on the lessons learned from previous work and the latest available evidence.

To help, we've put together two guidance reports to support literacy teaching in Key Stage 1 and Key Stage 2.

Over the course of the next two years, we hope to fund up to eight new projects, adding to the work the EEF already has underway - including a guidance report on parental engagement due in the autumn.

The guidance report can be found here.

The EEF has published its latest guidance report, designed to support teachers in changing their classroom practice to improve their pupils» metacognitive skills — in short, their ability to...

Read our guidance report with specific examples bringing the latest research to life for teachers

At the end of last year we published Improving Mathematics in Key Stages 2 and 3, a guidance report offering 8 practical, evidence - based recommendations that are relevant to teaching all pupils, but particularly to those struggling with their maths.

The EEF has published its latest guidance report, designed to support teachers in changing their classroom practice to improve their pupils» metacognitive skills — in short, their ability to plan, monitor and evaluate their own academic progress so they become better at learning and studying.

Alex Quigley, English teacher and Director of Huntington Research School, explores how schools can use the latest EEF guidance report, Metacognition and self - regulated learning»...

Mr Richards said the proposed February publication date would have tied in with the Education Endowment Foundation's guidance report «Making Best Use of Teaching Assistants», published on February 27.

This guidance report provides evidence for three types of benefits — or dividends of resilience — that disaster risk management (DRM) investments can yield: (i) Avoiding losses when disasters strike; (ii) Stimulating economic activity thanks to reduced disaster risk; and (iii) Development co-benefits, or uses, of a specific DRM investment.

This guidance report provides an overview of where Africa, as a region, stands in terms of transitioning to an inclusive green economy.