Preparing to teach in Compulsory Education in the UK

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RECOGNITION

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I, [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

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ABSTRACT

In this study we try to explore the concept of “Education in UK” in a holistic context. The main focus of the research is on “Education in UK” and its relation with “housing”. The research also analyzes many aspects of “education such as ICT, National curriculum” and tries to gauge its effect on “students”. Finally the research describes various factors which are responsible for “Education in UK” and tries to describe the overall effect of “Education in UK” on “the buyers”.

TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION3

Research Question6

Aims and Objectives6

Research methodology6

Research Design6

Literature Search7

Definition of Qualitative Research8

CHAPTER 2: THE USE OF ICT IN LESSON DELIVERY9

Summary12

Learning Outcomes12

Learning outcome: The Centrality of ICT in Education14

Learning outcome16

CHAPTER 3: CLASSROOM BEHAVIOUR MANAGEMENT18

Need for Preparation in Management20

Resources for Teaching Management22

Learning outcomes24

What's in the Future?24

Undesirable behaviors25

CHAPTER 4: DEVELOPING DIFFERENTIATED LESSON PLANNING SKILLS27

Difference between Measuring and Assessing31

Learning outcomes32

Assessment32

Classification of the Evaluation32

The Diagnostic Evaluation32

We talk about formative assessment, when you want to find out whether the objectives of education are being achieved or not and what needs to be done to improve the performance of students. (Orr 2009, 109-112)34

CHAPTER 5: NATIONAL CURRICULUM36

Access to technology42

Learning platforms and other classroom technologies43

Learning Outcomes44

CHAPTER 6: INCLUSIVE EDUCATION47

Laws and policies of inclusive Education48

Learning outcomes: Concept of Inclusive Education49

CHAPTER 7: CONCLUSION51

Concluding remarks53

END NOTES55

CHAPTER 1: INTRODUCTION

England has recently seen a change of government who are beginning to implement a programme of change across education. This has been set out in a White paper (see section 3) against the context of a programme of budgetary constraint across government. The current £60.6bn budget is set to decrease by £6.2bn in real terms by 2013-14. Promotion and expansion of 14-19 diplomas has been dropped, planned new diplomas in science, humanities and languages will not be introduced. However there will be additional funding for apprenticeship schemes. Changes to the primary curriculum announced by the previous administration have been halted and a further review of the National Curriculum has been announced. Scotland has its own education and examination and follows a completely different curriculum, with different stages and subject areas. The Scottish curriculum has recently been reviewed under the banner, A Curriculum for Excellence.

Work has already started with: a de-cluttering of the landscape; fewer national bodies imposing burdens; more sector ownership of its own improvement; and a commitment to go further in terms of removing other structures operating at different spatial levels.

According to recent research published in the journal Teaching and Teacher Education, "The proliferation of instruments reporting learning/cognitive style with school pupils is of particular interest, ...