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The article offers education news briefs in Great Britain found at the magazine's online resource. Topics include the use of funding for disadvantaged pupils to meet other costs of schools, the exam board Edexcel's defence for a biology paper over student claims that the paper were lifted from an old exam, and the number of teachers who believe that primary assessment has a negative impact on their pupils. The evidence-based research as a key part of initial teacher training is also noted.

The article presents the opinions of academics who specialize in the maths, grammar and reading subjects of National Curriculum Tests (SAT) on the controversial key stage 2 tests for 2016. Topics covered include the belief by literacy experts that spelling, punctuation and grammar paper contains daft questions that require no grammatical knowledge, their claim that material was pitched at General Certificate of Secondary Education (GCSE) level, and the Sats reading paper not interesting enough.

The article discusses ways for teachers to help their students improve the performance and achieve a C grade in General Certificate of Secondary Education (GCSE) in Great Britain. Topics include the importance of starting GCSE sessions with an amount of time for recalling the important factors of getting a C grade, giving the students with regular past papers before they sit a mock under examination conditions, and marking past papers twice with students' actual marks.

The article focuses on the plagiarism detection software Turnitin of iParadigms LLC that helps students to avoid committing into plagiarism. It states that 90 schools in Great Britain are paying annual subscription for Turnitin to detect plagiarism and the service has an online database that has more than 130 million student papers. Barry Calvert of iParadigms says that the software was not made as a catch-and-punish system because it helps the students to become better researchers.

The article focuses on the effect of printing cost to schools in Great Britain. It states that when schools are facing with increased budget pressure, cutting down on paper cost contributes to a school's green credentials. According to the assistant head of Twynham School, Mike Herrity, teachers and pupils are persuaded to use the cheapest printing option for their work which resulted to high volume and massively reduce costs.

The article focuses on issues related to the existence of Father Christmas and schools in Great Britain. The article discusses several controversies over Father Christmas in British schools, including one about Father Christmas being banned from a school Christmas fair and another about a teacher who used a paper that said that Father Christmas was a myth. The article also features teachers' comments on how they handle student questions about the existence of Father Christmas.

The Great Britain Government's decision to raise the retirement age has been met with widespread dismay. But many teachers would gladly stay in the classroom for the rest of their lives. The publication of last year's retirement and pensions Green Paper was prompted by the need to implement by 2006 a European directive on people's right to work until 65. But since the initial outcry, the Government has been at pains to stress that nobody will be prevented from retiring before 65. Teachers will be able to retire on partially reduced benefits, and there's the rub, with the detail to be thrashed out over the coming months. Many teachers are more than ready to quit by the time they are 60. They feel drained, and many want to pursue other interests while they have physical and mental health.

The article discusses how a focus on social mobility inevitably emphasizes the selective function of education in Great Britain. Topics discussed include plans of Education Select Committee chair Robert Halfon to promote social mobility; British political leadership's efforts for Improving social mobility; and the Economic and Social Research Council's briefing paper "Education Vital for Social Mobility."

The article talks about the need to blend teaching and learning, focusing on a paper written by academic writer Ben Goldacre on it in March 2013. Topics discussed include Goldacre's opinion of having research trials in schools, the challenges in the government policy towards schools in Great Britain, and the need to implement evidence-based education in schools.

Provides an update on the activities conducted by the Business in the Community Education Leadership Team in Great Britain as of June 1999. Meetings held by the team; Collaboration between the Business in the Community Education Division and Tower Hamlets Education Business Partnership; Companies that participated in the Seeing is Believing education business partnership program. INSETS: Green Paper on the Reform of the Teaching Profession;Education Action Zones.

Highlights the Government Green Paper which aims to modernize the teaching profession in Great Britain. Performance-related pay as a key element in the Government's modernization program; Opposition to the performance-related pay proposal, based on unions' surveys; Compensation to be expected by the school heads from the program; Role of the heads in implementing the proposed performance management and pay system. INSET: On the fast-track..

Reports on the actions of Ann Taylor, spokeswoman for education of the Labour Party of Great Britain. Position on educational reform as a springboard for political success; Approval of the `Green Paper' as a policy statement on education; Media campaign to discredit Taylor; Implications on her election bid to the Shadow Cabinet.

The article reports on the Great Britain's government's Green Paper on the pressing need to boost the UK's skills base which flies in the face of funding cuts to the sector. The case of funding cut of Barton Peveril Sixth FormCollege is presented and the economic and the social fallout from the funding cuts are mentioned.

The article offers information on the education white paper of the government of Wales which focus on raising the educational standards. It states that the proposed legislation included in the white paper allow for local authorities to intervene in the school. It mentions that teachers unions warned that head teachers must not be blamed on the performance of the school. It says that the report from Estyn on the deteriorating state of the education in Great Britain contributes to the white paper.

The article reports on the white paper presented by Great Britain's Education Secretary Michael Gove which presents proposals on permanent exclusions of students. It says that educational leaders will be pushed to keep unruly students if Gove's plan in which schools will be responsible for the students, despite being excluded, will be continued. Moreover, it adds that it will be a financial burden to schools if they will send students to pupil referral units (PRUs) as proposed by the paper.

The article reports on the white paper of Great Britain Education Secretary Michael Gove that will introduce the biggest redevelopment in teacher training. It states that Gove is anticipated to uncover reforms to Bachelor of Education (BEd) and to Postgraduate Certificate in Education (PGCE) when he introduces his white paper as he search for better efficiencies, leaving away training from universities. However, teacher trainers have warned him on moving away training from higher education.

The article presents the author's views on the British government's White Paper which includes the plan to transform all schools into academies by 2022. The plan is reportedly a large structural change in the educational system's history, however it has overshadowed the paper's wider strategic shift. Also examined is the lack of support for headteachers which is creating uncertainty among them.

The article focuses on the grading of school papers in Great Britain. It explains that the National Assessment Agency (NAA) promised teachers to have the papers marked by July 8, 2008, but that the deadline may not be reachable. The marking was taken over by the company Educational Testing Service (ETS) from the U.S., and the results of that service are examined.

Provides tips on organizing the mass of paperwork for a graduate teacher portfolio in Great Britain. Tings needed for the portfolio; Ways of filing the accumulated paper; Coverage of the evidence.

Compares the benefits of using paper and electronic media in Great Britain. Factors that contribute to the inaccessibility of electronic books; Description of an electronic paper; Mechanism of the Librié 1000-EP.

Highlights the summary of School Teachers' Reviews Body report on pay and allowances for teachers. Comments on the government policy for reforming the pay structure of teachers in Great Britain; Issues on teachers' pay and conditions of employment in England and Wales; General principles of the Green Paper proposals, a government paper on pay structure for teachers; Proposals on pay for school employees in Great Britain.

The article offers education news briefs in Great Britain on topics including the number of pupils taking General Certificate of Secondary Education (GCSE) early, an immigration rule that could deport non-EU teachers, and the rise of fraudulent attempts to get exam papers before they are taken.

The article discusses the a White Paper released by the government to force academisation of all schools in Great Britain as of May 20, 2016. The government pushes to turn low-performing schools into academies through new leadership and governance. It also notes that the opposition raises concerns over funding, curricular freedom, and training of underperforming teachers.

Reports on a plan by the British Government to launch a Green Paper, Autumn 1998, proposing to modernize the teaching profession. A new contract and pensions package that could offer teachers up to 40,000 pounds more; Comments from David Blunkett, the Education Secretary; The Green Paper as a response to the fear of an impending crisis in teacher recruitment.

The article discusses the working of Standards and Testing Agency (STA) for school pupils and teachers. Topics include struggle faced by the Department for Education in securing the exam papers; claim upheld by STA for not permitting teachers to see the full guidance provided to markers; and failure in long-term risk to the quality of teaching practice.

The article reports that the Great Britain Office of Qualifications and Examinations Regulation (Ofqual) has planned to conduct additional checks on the level of difficulty in the reformed science General Certificate of Secondary Education (GCSE) qualifications after discovering problems on the new sample papers for maths qualifications. It says that ministers will conduct a close monitoring of the standards in the science qualifications and reassess the entire role of Ofqual as well.

The author shares his views on the need to do away with the teacher assessment system in Great Britain. The teachers have to reportedly deal with having to tick numerous boxes on paper, voluminous evidence, and the cut-offs that demarcate students into pass and fail categories based on a single punctuation mark under the moderation process. He explains how moderators fail to scrutinize the judgments and local authority fails to question the results, with no official ever caring for the process.

The article discusses the need of more professional teachers as markers following Great Britain government's educational reform measures through GCSE (General Certificate of Secondary Education) and A-level reform. It states high-quality markers are required to ensure papers are marked to the required standard in time which demands training to teachers and appropriate fees structure. It states Joint Council for Qualifications (JCQ) and exam boards doing the needful.

The article focuses on the need of using only affirmative language for further education (FE) in Great Britain and its learners, to promote the positive social impact on people and communities that the sector delivers. It criticizes people for calling FE sector as the place of the second chance, as it was referred to as in the 2015 government consultation paper "A Dual Mandate for Adult Vocational Education." It also suggests to focus on the contribution of FE to social mobility.

Statistics are given regarding the special consideration to ill students during examinations in schools in Great Britain, the percentage of the requests that were approved, and the common mark-up on paper examinations in 2016.

The article offers information on the proposal of the Green Paper issued by the British government for private, selective, and faith schools. It discusses a report from the Resolution Foundation about the benefits provided by educational policies and political incentives on just managing families. It mentions several core components of education that educational policies should adapt such as high-quality curriculum, assessment system, and skilled teachers.

In the article, the author offers tips to newly qualified teachers (NQT) in Great Britain on how to make lessons with creativity and fresh ideas for their students. Among the tips are using such resources as syllabus, past papers and examiners' marking schemes to become an expert of one's subject, employing various delivery techniques, and reviewing and refining one's lesson plans.

The article offers the author's insights on the need for school admissions in Great Britain to be fair and open. Topics include the importance of fair admissions systems to support competition among institutions, the significant role of schools and parents, and the result of the white paper that proposes academies to build relationship with their local government.

The article discusses potential scenarios for education with the British vote to leave the European Union (EU) (Brexit). Topics discussed include likelihood of schools White Paper that includes initial teacher training reform, multi-academy trust accountability metrics, and national funding formula being put on hold, likelihood of some policies like Year 7 resits being eliminated by the new Department for Education (DfE) secretary, and possible decline in EU-national staff.

The article offers the author's view on the white paper introduces by Michael Gove which emphasizes freedom for teachers in Great Britain. He says that the white paper is an idealistic treatise which aims to elevate the position of the teaching profession, make teacher more significant, and to reduce control from Whitehall. He mentions that the white paper suggests equal funding among schools and colleges. He adds that the proposed changes in teaching to satisfy league tables must be resisted.

The article reports on the education white paper "The Importance of Teaching," which is released by British Education Secretary Michael Gove in 2010. The white paper talks about the reform to the educational system in the country. It claims that England fails to keep pace with the best performing countries worldwide. It also indicates that a new generation of teaching schools will be based by the Department for Education (DfE) on the model of teaching hospitals.

The author reflects on the British government's white paper "The Importance of Teaching," which is released in 2010. He asserts that the white paper talks about the Office for Standards in Education (OFSTED), sixth-forms, school improvement, school funding, among others. He says that the paper also mentions several education-related issues including over-regulated schools and gap between poor and rich pupils. He claims that the paper is an attempt to balance autonomy with accountability.

In this article the author discusses the aspect of reformation of further education in Great Brtiain. He mentions his published consultation paper concerning new funding agreement between the training providers and government. He notes that the objectives of the paper is one audit regime, one funding body and improvement body. He cites that the paper would provides improvement to skills providers.

The article reports on the proposition of the Conservative Party to allow private providers to assume failing colleges in Great Britain. David Willets, shadow minister for universities and skills, says that his party desires to free colleges from central interference and planning, which resulted to the creation of the paper "The FEFC Funding Model and Skills Accounts." The paper suggests that for the determination of colleges educational planning, it must have greater liberty.

The article presents a paper on the projected 175 million pounds savings in further education (FE) studies in higher education in Great Britain. A paper launched by 157 Group has disclosed the foreseen 175 million pounds to further 250 million pounds across FE without reducing teaching and other frontline services. Specifically, the group has seen to save millions of funds through reconstructing sixth-form studies to enable schools to run efficiently.

The article reports on the paper released by the 157 Group of leading colleges in Great Britain regarding the confusion brought by the Further Education (FE) and Higher Education (HE) labels. The paper highlights the issue raised by New College Nottingham principal Geoff Hall stating that the traditional differentiation of the FE and HE did not fits the way students perceived their studies. He adds that not all students enrolled in the HE institutions are of traditional profile of an FE student.

The article reports on the effort of Standard Attainment Tests (SAT) markers to meet the deadlines after the admission of Qualifications and Curriculum Authority (QCA) that some were halted by mistake in Great Britain. It states that there is a rising fear of delays due to a mistake on the dummy paper causing the stoppage of a dozen of English paper markers. A QCA spokesman cited the cause of the failure of some highly rated markers.

The article reports on the implication of the Standard Attainment Tests (Sats) to the return of test papers to schools in Great Britain. It notes that strict quality control in the key stage 2 English Sats marking could cause delay on the return of the papers to schools. Survey shows that 30 percent more than the required markers are recruited. It points out that there are an additional reserve markers to allow for the expected drop-outs during standardization.

The article discusses the government of Great Britain's "Learning Revolution" white paper. According to the article, 7,000 pubs, shops, churches, and other buildings are expected to be open to students on evenings and weekends for study with the community responsible for organising the initiative. Critics of the loss of adult education places have stated that they believe the white paper is no replacement for trained teachers and lecturers.

The article focuses on the evaluation of test examiners in Great Britain. It explains that the organization Cambridge Assessment asked the graders to mark history and physics papers that had previously been marked and only one third of them matched the original scores. Information about the difficulty of grading papers in history relative to grading those in physics is also provided.

The article focuses on the grading and marking of students' papers in Great Britain. It explains that the National Association of Head Teachers has received complaints that papers are missing or have been incorrectly marked. The National Assessment Agency is mentioned and the claim from Ken Boston, the test regulator, that a phase of marking was completed is refuted.

The article presents information about the marking of student examinations and papers in Great Britain. The headteacher of Moss Side Primary School, Janis Burdin, had to return the papers to be remarked. Comments from Burdin on the marking system are included in which she says she does not trust the validity of the system.

The article focuses on the marking of examinations in Great Britain. It explains that the teachers doing the marking have been overworked and as a result, deadlines for the completion of marked examinations have been pushed back. The security of the papers being graded is examined and information about the percentage of papers completed is provided.

The article focuses on the grading of students' papers in Great Britain. It explains that the papers should be returned to the primary and secondary schools in time for parents to receive the results. The process is being overseen by the grading company ETS Europe. It is possible that the grading will not meet the established deadline, and the effects of that failure are also discussed.

The article discusses whether or not teachers who grade national assessment tests in Great Britain will continue to leave comments on their papers. Exam papers such as A-levels and the general certificate of secondary education (GCSE) are being graded increasingly via computer, making it difficult for graders to leave comments. Jerry Jarvis of Edexcel discusses how teachers can leave comments using the program.