{"id":113,"date":"2022-05-24T15:03:58","date_gmt":"2022-05-24T14:03:58","guid":{"rendered":"https:\/\/learningtoteach.routledge.com\/?page_id=113"},"modified":"2022-05-24T15:03:58","modified_gmt":"2022-05-24T14:03:58","slug":"glossary","status":"publish","type":"page","link":"https:\/\/routledgelearning.com\/learningtoteach\/glossary\/","title":{"rendered":"Glossary"},"content":{"rendered":"
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See GCE<\/strong>.<\/p>\n <\/p>\n <\/p>\n See GCE<\/strong><\/p>\n <\/p>\n <\/p>\n A central government political initiative in England to bring sponsors from business, faith or voluntary groups into school management removing local accountability and local authority oversight. See also Multi-Academy Trust, State Maintained Schools in England<\/strong> and Other State Schools in England<\/strong>.<\/p>\n <\/p>\n <\/p>\n (Awdurdod Cymwysterau, Cwricwlwm ac Asesu Cymru) formerly the Qualifications, Curriculum and Assessment Authority for Wales. Merged with DCELLS<\/strong> in 2006.<\/p>\n <\/p>\n <\/p>\n see differentiation<\/strong><\/p>\n <\/p>\n <\/p>\n See AQA<\/strong>.<\/p>\n <\/p>\n <\/p>\n DFE system to analyse school performance data. Analysing school performance data is a key part of understanding the school\u2019s attainment and improving teaching and learning. Formerly known as RAISEonline<\/strong>.<\/p>\n <\/p>\n <\/p>\n The annual review of an Education, Health and Care Plan (EHCP) in England, which an LA<\/strong> must make within 12 months from issue or a previous review. See also EHCP.<\/p>\n <\/p>\n <\/p>\n An Awarding Body for GCSE, GCE A and AS levels and vocational qualifications. Online http:\/\/www.aqa.org.uk<\/a>. Formed in 2000 by a merger of City and Guilds GNVQ, Associated Examining Board (AEB), Southern Examining Group (SEG) and Northern Examination and Assessment Board (NEAB).<\/p>\n <\/p>\n <\/p>\n Assessment covers all those activities that are undertaken by teachers and others to measure the effectiveness of their teaching and of pupils learning. See also Assessment for learning, Assessment of learning, Criterion-referenced assessment, Formative assessment, Ipsative assessment, Norm-referenced assessment<\/strong> and Summative assessment<\/strong>.<\/p>\n <\/p>\n <\/p>\n Assessment for which the first priority is to promote pupils\u2019 learning. It allows teachers and pupils \u2018to decide where the learners are in their learning and encourages pupils to take ownership of their learning\u2019. See also Assessment, Assessment of learning, Formative assessment, Ipsative assessment, Norm-referenced assessment<\/strong> and Summative assessment<\/strong>.<\/p>\n <\/p>\n <\/p>\n The periodic, summative assessment of pupils\u2019 attainment and progress in a variety of ways and for a variety of purposes. See also Assessment, Assessment for learning, Criterion-referenced assessment, Formative assessment, Ipsative assessment, Norm-referenced assessment<\/strong> and Summative assessment<\/strong>.<\/p>\n <\/p>\n <\/p>\n Assessment as learning is a subset of Assessment for Learning and sees pupil involvement in assessment, using feedback, participating in peer assessment<\/strong>, and self-monitoring of progress, as moments of learning themselves.<\/p>\n <\/p>\n <\/p>\n The defined basis on which pupils\u2019 work will be judged. They are for use by teachers in assessing pupils\u2019 work and are usually provided to pupils to guide their work.May also be known as success criteria<\/strong>.<\/p>\n <\/p>\n <\/p>\n The knowledge, skills and understanding that pupils of different abilities and maturities are expected to have by the end of each Key Stage<\/strong>. Attainment targets previously consisted of eight level descriptions<\/strong> of increasing difficulty, plus a description for exceptional performance above level 8. The latest national curriculum (2014) has removed all level descriptions. See also Programmes of Study<\/strong>.<\/p>\n <\/p>\n <\/p>\n A government accountability measure of attainment across the same 8 qualifications as used in Progress 8<\/strong>.<\/p>\n <\/p>\n <\/p>\n The main Awarding Bodies that set public examinations in England: AQA (the Assessment and Qualifications Alliance); CCEA (Council for the Curriculum, Examinations and Assessment); OCR (Oxford, Cambridge and RSA Exams); Pearson Edexcel (formerly EdExcel); WJEC – the Welsh Joint Education Committee). Also encompasses exam boards<\/strong> and awarding organisations<\/strong>.<\/p>\n <\/p>\n<\/div>\n\t\n\t\t\n\t <\/p>\n <\/p>\n A teaching qualification awarded in England \u2013 a combined course with route to QTS. Note your teaching qualification may not be recognised in other countries including in others of the four countries in the UK.<\/p>\n <\/p>\n <\/p>\n The structuring of a year group into divisions, each usually containing two or three classes, on grounds of general ability. Pupils are taught within the band for virtually all the curriculum. See also Mixed ability grouping, Setting<\/strong> and Streaming<\/strong>.<\/p>\n <\/p>\n <\/p>\n Any process that sets out to find out what the learner can do now in relation to the next stage of learning. For example, the assessment of practical skills and familiarity of pupils with equipment and tools prior to a D and T<\/strong> course, or the assessment of pupils in Year 1 and reception classes for speaking, listening, reading, writing, mathematics, social skills. See also Benchmarking<\/strong>.<\/p>\n <\/p>\n <\/p>\n Bachelor of Education, a teacher training qualification in England leading to QTS<\/strong>.<\/p>\n <\/p>\n <\/p>\n A term used to describe a standard against which comparisons can be made. Can be used by schools, e.g. to measure success of the school in public examinations relative to a national norm.<\/p>\n <\/p>\n <\/p>\n The revised SEND Code of Practice in 2014 replaced the old category of ‘Behavioural, Emotional and Social Difficulties’ (BESD) by ‘Social, Emotional and Mental Health’ (SEMH) needs. A group of pupils with special educational needs. The term is often applied to pupils whose behaviour is consistently poor and not obviously related to the circumstances and environment in which pupils find themselves. See also SEN, SEND<\/strong>, SEMH<\/strong>.<\/p>\n <\/p>\n <\/p>\n Business and Technician Education Council. Part of Pearson (EdExcel)<\/strong>, which offers a suite of vocational courses called BTECs e.g. BTEC Nationals.<\/p>\n <\/p>\n<\/div>\n\t\n\t\t\n\t <\/p>\n <\/p>\n City and Guilds; see AQA<\/strong><\/p>\n <\/p>\n <\/p>\n Prior to 2021 changes, providers in England were required to provide newly qualified teachers with a document to help support induction<\/strong>. The new Early Career Framework sets out a package of support. See ECT<\/strong>.<\/p>\n <\/p>\n <\/p>\n Designed to help pupils to choose and prepare for opportunities, responsibilities and experiences in education, training and employment. See National Careers Service and statutory guidance for schools online in the list of websites.<\/p>\n <\/p>\n <\/p>\n A faith school is a British school teaching a general curriculum but with a particular religious character, or having formal links with a religious organisation. Regulations differ in detail among constituent countries of Britain. In England, the curriculum, admissions criteria and staffing policies may reflect their religious foundation. Similar to other State Maintained Schools<\/strong> but follow a locally agreed religious education curriculum and have religion-centred admissions criteria and staffing policies. May also be referred to as schools with a religious character. See Other State Schools in England<\/strong>.See also State Maintained Schools in England<\/strong> and Other State Schools in England<\/strong>.<\/p>\n <\/p>\n <\/p>\n A compulsory subject of the English NC<\/strong> at Key Stages<\/strong> 3 and 4. See also Cross-curricular<\/strong> elements.<\/p>\n <\/p>\n <\/p>\n A way of working in which groups of children are assigned to groups or engage spontaneously in working together to solve problems; sometimes called co-operative group work.<\/p>\n <\/p>\n <\/p>\n A type of state maintained secondary school which admits pupils of age 11 to 16 or 19 from a given catchment area, regardless of their ability. See also State Maintained Schools in England<\/strong> and Other State Schools in England<\/strong>.<\/p>\n <\/p>\n <\/p>\n For children with specific special educational needs, such as physical or learning difficulties. See also State Maintained Schools in England<\/strong> and Other State Schools in England<\/strong>.<\/p>\n <\/p>\n <\/p>\n Groups of people who share a concern for something or have knowledge and skills to share. For example, a subject association network or a network of teachers working on solving a particular problem.<\/p>\n <\/p>\n <\/p>\n A school run by the LA<\/strong>, which employs the staff, owns the land and buildings and decides admission criteria. Develops links with community. See also State Maintained Schools in England<\/strong> and Other State Schools in England<\/strong>.<\/p>\n <\/p>\n <\/p>\n A feature of a curriculum and of lesson plans that ensure that learning builds on what has already been taught and experienced and prepares pupils for what is to come. See also Progression<\/strong>.<\/p>\n <\/p>\n <\/p>\n Foundation subjects that are taught at both KS3 and KS4 comprising English, Mathematics and Science in the National Curriculum for England.<\/p>\n <\/p>\n <\/p>\n Work carried out by pupils during a course of study marked by teachers and contributing to the final examination mark. Usually externally moderated. May also be referred to as non-exam assessment<\/strong> (NEA)<\/p>\n <\/p>\n <\/p>\n Continuing professional development for teachers.<\/p>\n <\/p>\n <\/p>\n A process in which performance is measured by relating candidates\u2019 responses to pre-determined criteria. See also Assessment<\/strong>, Assessment for learning, Assessment of learning, Formative assessment, Ipsative assessment, Norm-referenced assessment<\/strong> and Summative assessment<\/strong>.<\/p>\n <\/p>\n <\/p>\n The full range of learning experiences in a pupil\u2019s time in education. It is planned and sequenced with a view to knowledge, skills and understanding and usually themed into subject groupings.<\/p>\n <\/p>\n <\/p>\n Written guidance for organizing and teaching a particular subject or area of the curriculum. See also Programmes of Study<\/strong>.<\/p>\n <\/p>\n<\/div>\n\t\n\t\t\n\t <\/p>\n <\/p>\n Department for Children, Education, Lifelong Learning and Skills of the Welsh Assembly http:\/\/www.accreditedqualifications.org.uk\/department-for-children-education-lifelong-learning-and-skills-dcells.html<\/strong><\/p>\n <\/p>\n <\/p>\n <\/p>\n (Department of Education and Science) Pre-1992<\/p>\n <\/p>\n <\/p>\n (Department for Education) 1992\u20131995; title reappeared 2010\u2013present.<\/p>\n <\/p>\n <\/p>\n (Department for Education and Employment) 1995\u20132001.<\/p>\n <\/p>\n <\/p>\n (Department for Education and Skills) 2001\u20132007.<\/p>\n <\/p>\n <\/p>\n (Department for Children, Schools and Families) 2007\u20132010.<\/p>\n <\/p>\n <\/p>\n Various names for the ministry of education in England. See Government education departments and chronology<\/strong><\/p>\n <\/p>\n <\/p>\n The matching of work to the differing capabilities and learning needs of individuals or groups of pupils in order to extend their learning. Also known as Adaptive teaching.<\/strong><\/p>\n <\/p>\n <\/p>\n Arrangement for lifting part or all of the NC<\/strong> in England requirements for individuals or for any other grouping specified by the Secretary of State.<\/p>\n <\/p>\n<\/div>\n\t\n\t\t\n\t <\/p>\n <\/p>\n (ECF). A statutory 2-year core induction programme (from Sept 2021) for all early career teachers. See also NQT, RQT, ECT.<\/p>\n <\/p>\n <\/p>\n The term early career teacher (ECT) replaces newly qualified teacher (NQT). See the Early Career Framework reforms: https:\/\/www.gov.uk\/government\/publications\/early-career-framework-reforms-overview\/early-career-framework-reforms-overview<\/a>.<\/p>\n <\/p>\n <\/p>\n English as an Additional Language. English as a second language.<\/p>\n <\/p>\n <\/p>\n To enter the EBacc, pupils must take up to eight GCSEs across five subject \u2018pillars\u2019. Numbers of students entering and achieving the EBacc are used as government accountability measures.<\/p>\n <\/p>\n <\/p>\n An awarding body. Online http:\/\/www.edexcel.org.uk<\/p>\n <\/p>\n <\/p>\n An official of the LA<\/strong> concerned with pupils\u2019 attendance and with liaison between the school, the parents and the authority.<\/p>\n <\/p>\n <\/p>\n Document setting out the education, healthcare and social care needs of a young person for whom extra support is needed in school, beyond that which the school can provide. Formerly known as a ‘statement of special educational needs’ so the legacy terminology of \u2018statemented\u2019 pupils may survive.<\/p>\n <\/p>\n <\/p>\n Headteachers of state maintained schools<\/strong> and other state schools<\/strong> in England are empowered to exclude pupils temporarily or permanently when faced with a serious breach of their disciplinary code. The exclusions are either a fixed term or permanent. Schools may send pupils to a pupil referral unit (PRU)<\/strong>.<\/p>\n <\/p>\n <\/p>\n Early Years Foundation Stage (of the NC<\/strong> for England).<\/p>\n <\/p>\n<\/div>\n\t\n\t\t\n\t <\/p>\n <\/p>\n Includes information to pupils on their achievements, the purpose of which is to help to improve their performance. Feedback can be part of a formal assessment system (when it might be called formative assessment) or it can be informal and available from multiple sources.<\/p>\n <\/p>\n <\/p>\n A government-set measure below which schools are considered underperforming.Also known as minimum or floor standards e.g. floor standards for Progress 8 score.<\/p>\n <\/p>\n <\/p>\n Also, assessment for learning, linked to teaching when the evidence from assessment is used to adapt teaching to meet pupil\u2019s learning needs. See also Assessment, Assessment for learning, Assessment of learning, Criterion-referenced assessment, Ipsative assessment, Norm-referenced assessment<\/strong> and Summative assessment<\/strong>.<\/p>\n <\/p>\n <\/p>\n The number of forms (e.g. of 30 pupils) that a school takes into its intake year. From this can be estimated the size of the intake year and the size of the school.<\/p>\n <\/p>\n <\/p>\n The governing body of these schools employs the staff and sets the admissions criteria. The school land and buildings are owned by the governing body or a charitable foundation. See State Maintained Schools<\/strong> and Other State Schools in England<\/strong>.<\/p>\n <\/p>\n <\/p>\n Functional skills are those core elements of English, Mathematics and ICT that provide individuals with the skills and abilities they need to operate confidently, effectively and independently in life, their communities and work. They can be examined individually.<\/p>\n <\/p>\n <\/p>\n Subjects that state maintained schools<\/strong> are required by law to teach. In England, three foundation subjects<\/strong> are designated core subjects<\/strong>. See https:\/\/www.gov.uk\/national-curriculum<\/a><\/p>\n <\/p>\n <\/p>\nAS level \/ A2 level<\/h3>\n
Academies<\/h3>\n
ACCAC<\/h3>\n
Adaptation or adaptive teaching;<\/h3>\n
AEB<\/h3>\n
Analyse School Performance (ASP)<\/h3>\n
Annual Review<\/h3>\n
AQA Assessment and Qualifications Alliance<\/h3>\n
Assessment<\/h3>\n
Assessment for learning<\/h3>\n
Assessment of learning<\/h3>\n
Assessment as learning<\/h3>\n
Assessment criteria<\/h3>\n
Attainment targets (ATs) and assessment levels of NC for England<\/h3>\n
Attainment 8<\/h3>\n
Awarding Body<\/h3>\n
B<\/h2>
BA\/BSc (QTS) Bachelor of Arts\/Bachelor of Science with QTS (Qualified Teacher Status)<\/h3>\n
Banding<\/h3>\n
Baseline Testing<\/h3>\n
BEd<\/h3>\n
Benchmarking<\/h3>\n
BESD<\/h3>\n
BTEC<\/h3>\n
C<\/h2>
C and G<\/h3>\n
Career Entry and Development Profile (CEDP) or Career Entry Profile<\/h3>\n
Careers Education<\/h3>\n
Church and Faith Schools<\/h3>\n
Citizenship<\/h3>\n
Collaborative group<\/h3>\n
Comprehensive school<\/h3>\n
Community and Foundation special schools<\/h3>\n
Community of practice<\/h3>\n
Community School<\/h3>\n
Continuity<\/h3>\n
Core subjects<\/h3>\n
Coursework<\/h3>\n
CPD<\/h3>\n
Criterion-referenced assessment<\/h3>\n
Curriculum<\/h3>\n
Curriculum guidelines<\/h3>\n
D<\/h2>
DCELLS<\/h3>\n
DES, DfE, DfEE, DfES, DCSF<\/h3>\n
DES<\/h3>\n
DfE<\/h3>\n
DfEE<\/h3>\n
DfES<\/h3>\n
DCSF<\/h3>\n
Differentiation<\/h3>\n
Disapplication<\/h3>\n
E<\/h2>
Early Career Framework<\/h3>\n
ECT<\/h3>\n
EAL \/ ESL<\/h3>\n
EBacc<\/h3>\n
EdExcel \/ Pearson Edexcel<\/h3>\n
Education welfare officer (EWO)<\/h3>\n
Education, Health and Care Plan (EHCP)<\/h3>\n
Exclusion<\/h3>\n
EYFS<\/h3>\n
F<\/h2>
Feedback<\/h3>\n
Floor target<\/h3>\n
Formative assessment<\/h3>\n
Forms of entry (FE)<\/h3>\n
Foundation schools<\/h3>\n
Functional Skills<\/h3>\n
Foundation subjects<\/h3>\n
Free Schools<\/h3>\n