Are child protection referrals for 16-year-olds being accepted in your local authority? Jenni Whitehead examines the increasing difficulty experienced by schools in getting social care to accept child protection referrals for the older child
Cliff Jones investigates the emerging policy idea of compulsory CPD hours for post-compulsory sector teachers
Richard Gould describes the approach at Villiers Park Educational Trust
Collaboration is growing in 14-19 G&T education. Sandra Howard and Lis Stock of the Gifted and Talented Education Unit at the DfES look at some recent developments
Looking after other people’s children is responsible work, says Sue Dale Tunnicliffe
A detailed look at how the IB has been launched in one school, by Rob Ford, Head of International Education and International Baccalaureate, The Ridings High School, Bristol
An outline of the content of the International Baccalaureate Diploma Programme and what schools need to consider when deciding to apply to deliver the curriculum it offers. By Tristian Stobie
The relationship between teachers and teaching assistants is a changing one. Angela Youngman investigates and offers guidance to ensure effectiveness
How can teachers raise aspirations for students who have untapped potential? Martin Ransley follows the lives of a group of Year 9 students.
Madeleine White illustrates how to engage teenagers in the world of work
In this article, Beverley Bailey outlines opportunites for working in healthcare.
Christine Fanthome outlines practical strategies for school and college leavers
Andrew Chambers tackles young people’s binge drinking through a new resource.
Marilyn Tew takes a look at what the Nuffield Review of 14-19 Education and Training has to tell us about whether current strategies will improve the education on offer to teenagers.
Claire Maxwell and Ian Warwick highlight some ways in which student mental health is being addressed in colleges of further education
Christine Fanthome shows how students can gain essential employment skills.
A proposed change in the law would raise the legal age for purchasing tobacco. Peter Downes discusses the implications for schools.
Apart from its specific recommendations for SENCOs the new Education and Inspections Act has other features of considerable relevance to provision for pupils with special educational needs.
Susan Johnson promotes land-based jobs for young people.
Paul Grainger outlines strategies for high-quality careers provision.
Aimhigher coordinator Ivan Holdsworth discusses transition years and the implications these stages have on students’ learning.
The key change to the curriculum at Key Stage 4 has been to increase the breadth of choice. Alan Monks, Deputy Headteacher, describes the impact on Ellis Guilford School and Sports College, Nottingham.
Sarah Blenkinsop and Marian Morris examine young people’s decision-making patterns, the role their school plays, the skills they require and other influences on the choices they make at core points in their school career.
Much remains to make the 14-19 vision into reality. Gareth Griffiths, 14-19 provision and attainment director at the Learning and Skills Council looks at progress in developing the diplomas and establishing collaboration between schools, FE colleges and training providers.
With closer cooperation between schools and FE colleges in 14-19 education on the horizon, Lee Davies provides an overview of recent changes to CPD for teachers in further education.
Preparing students for undergraduate life can help them to make the most of university and achieve long term life goals, argues Dr Christine Fanthome
John Potter says citizenship gives education meaning and purpose – and students seem to agree.
Dr Christine Fanthome argues that good planning is essential if students are to maximise the benefits of workplace learning.
Preparing sixth-formers for their first weeks of university life has long-term benefits. Dr Christine Fanthome describes how to make the most of independence.
What are the potential benefits to young people and how are schools preparing? Richard Bailey looks into the future.
The DfES recently announced its 14-19 Implementation Plan. This will transform the examination system and will influence teaching, learning and assessment in all of the earlier key stages of education. Plans for continuing professional development will have to take into account these changes.