General Certificate Of Secondary Education Research Articles

No One Right Approach; A Review of 21st Century Skills Pedagogy in Eswatini Curriculum

Purpose: The 21st century skills curriculum is adjusted in different ways to meet each country’s education needs. This study is a review of how the 21st century skills curriculum is adapted in the Eswatini General Certificate of Secondary Education (EGCSE) curriculum. Its objectives were; to ascertain the vision of the 21st century skills curriculum as embraced by the EGCSE curriculum; to explore the interpretation of the 21st century skills pedagogy in the EGCSE curriculum and to examine other legal documents that embrace the notion of 21st century skills in Eswatini. Methodology: It adopted the systematic literature review methodology. Four (N=4) documents were analysed to determine 21st century skills. These are the P21 Framework, the IGCSE Consultative Document for 2005, the National Curriculum Framework for General Education and the Eswatini Education and Training Sector Policies (EETSP) for 2011 and 2018. Findings: The findings revealed that the 21st century curriculum philosophy is captured in the P21 framework and EGCSE curriculum in similar ways, as learner-centred and constructivist in design. The P21 Framework interprets the 21st century skills as; learning and innovation, information, media and technology skills and career skills. Contrary, EGCSE pool them together as; communication and language, numeracy, problem solving, technological awareness and applications, critical thinking, work and study, independent learning and working with others. Other legal documents that embraced the notion of 21st century skills were the Competency-based Curriculum Framework, the National Curriculum Framework for General Education and the Eswatini Education and Training Sector Policy for 2011 and 2018 within which there are two (2) sub-policies; Inclusive education, Education for All. Unique Contribution to Theory, Policy and Practice: Though put differently, the 21st century skills in both frameworks are similar; they empower learners with ways of thinking and working, tools for working and living in the world. Also, only summative assessment is captured, a few is said on formative. It is recommended that both frameworks be revised for more speculations on formative assessment strategies. For teachers to understand the EGCSE curriculum, they need to refer to the other documents or policies.

Planetarium pedagogy and technical learning experience: an investigation from instructional perspectives

The research focused on the National Planetarium Kuala Lumpur’s education programs, investigating the types and target audiences. It examined the educational theories and strategies used, including multiple intelligence theory and cooperative learning. The study also explored the alignment of astrophysics in Pearson Edexcel International General Certificate of Secondary Education (IGCSE) Physics with the Planetarium’s programs. Document analysis and participant observation were employed. The results revealed two program types: on-site and online. The programs showed alignment with IGCSE Physics and utilized theories like social cognitive theory. The National Planetarium positively impacted students through multi-intelligence theory, sociocultural theory, experiential theory, and constructivism. Gamification and group activities enhanced the learning experience. The Planetarium’s ability to simulate astronomical events made it an effective medium for instructional science institutions. Overall, the study highlighted the diverse education programs of the National Planetarium Kuala Lumpur, their alignment with IGCSE Physics, and their positive impact on students’ personal, physical, and social contexts.

The mathematics pipeline in England: inclusion and the excellence stream

Abstract In England, there is currently heightened political interest in increasing mathematics attainment and maximizing post-16 participation. The latter is not merely an issue for upper secondary but requires a long-view of students’ mathematical progress. This paper reports such a system-level overview of the mathematics education pipeline in England based on analysis of linked data from the National Pupil Database (NPD) and Higher Education Statistics Agency (HESA). A sequence of mixed-effect logistic regression models at each phase of the education pipeline are developed to predict attainment in General Certificate of Secondary Education (GCSE), A level and undergraduate mathematics and participation in post-16 and university mathematics. In particular, we focus on the impact of prior attainment and student demographics: gender, ethnicity and socio-economic status. The analysis identifies four important findings. Firstly, female participation and attainment in A level Mathematics and Further Mathematics is lower than that of male students, which impacts their representation in undergraduate mathematics, despite them marginally outperforming male students at both GCSE and degree level. Secondly, the attainment and participation of students of Asian ethnicity in GCSE and A level Mathematics is striking in its positive divergence from the trends of other ethnic groups, whereas White students have higher attainment than other ethnic groups at university. Thirdly, many students from poorer backgrounds fall behind their peers during years 7 to 11, and their participation and attainment in A level Mathematics is also reduced compared to their more affluent peers. Lastly, students who study A level Further Mathematics are more likely to study undergraduate mathematics, but they are no more likely to achieve a first-class degree, compared to those who haven’t studied Further Mathematics. The findings should be informative to policymakers and other stakeholders who can put in place enhancements and interventions to improve the outcomes for underrepresented groups.

An Exploration of Predictors of English Scores in an Admission Examination: Research Notes from the Turkish Context

This study aimed to identify the predictors of the short answer scores in the English component of a private high school entrance exam. A purposive of 390 high school students were drawn from the student body who took the admission exam of a private co-educational high school implementing two international programs (International General Certificate of Secondary Education and International Baccalaureate Diploma Program) along with the Ministry of National Education (MoNE) program. Multiple linear regression was used to identify the predictors of English scores in the school admission examination. A statistically significant and moderate relationship was found between the scores in English and Mathematics scores in this admission exam conducted in a school located in eastern Turkey. The study is significant as it was conducted in a Turkish context using an admission assessment test for the first time. The findings yield important implications for practice for educators, practitioners, and curriculum policymakers.

Student views on the assessment medium for General Certificates of Secondary Education in England: insights from the 2020 examination cancellations

ABSTRACT In England, Wales and Northern Ireland, the General Certificate of Secondary Education (GCSE) has been for the last 35 years the most common qualification by which students’ attainment at age 16 has been measured. The range and balance of processes by which the GCSEs’ programmes of study have been assessed have varied over the decades, to include both teacher-assessed coursework and modular or end-of-programme timed written assessments (examinations). The necessary replacement in 2020 of GCSE written examinations with teacher-led assessment provided a unique opportunity to explore students’ perceptions of the validity and utility of both examination and teacher-led assessment media for this high-stakes award. This research reports part of a survey that explored the experiences of GCSE candidates in 2020, with particular focus upon students’ perceptions of preparing for written examinations, and then for teacher-led assessment. 216 students responded to a mixed quantitative/qualitative methods survey that invited opinion and reflection on the relative affordances and shortcomings of written examinations and teacher-led assessment, both for the individual respondent and the wider student cohort. Responses revealed a balance of both positive and negative evaluations of both assessment media, with an almost equal preference for either, albeit many respondents indicated consideration of some other assessment medium (e.g. modular assessment; combined assessment media). We re-emphasise the attested value of ongoing ‘dialogue’ and consultation with student stakeholders to inform planning for optimisation of assessment utility and validity.

International Mindedness in Emerging Contexts of International Schooling. Cyprus, A Case Study

ABSTRACT International Mindedness (IM) has become an underpinning philosophy of the International Baccalaureate and schools which adopt its programmes. However, the concept of IM is relevant to any school that offers international education given its potential and importance to drive the school’s mindset and mission. The international school market has grown significantly in terms of the number of schools and their diversity. Increasing in popularity are schools that follow the British-based International General Certificate of Secondary Education (IGCSE) and A-level programmes. Moreover, the dgreatest expansion of international schools is now occurring in local markets, in which students are no longer predominantly expatriates but come from the host countries. This study explores the concept of international mindedness in six international schools in Cyprus. Based on data collected from headteachers and teachers, we argue that international mindedness is applicable in various contexts of international schooling and that factors other than the curriculum can affect its development within a school.

The impact of AI in physics education: a comprehensive review from GCSE to university levels

With the rapid evolution of artificial intelligence (AI), its potential implications for higher education have become a focal point of interest. This study delves into the capabilities of AI in physics education and offers actionable AI policy recommendations. Using openAI’s flagship gpt-3.5-turbo large language model (LLM), we assessed its ability to answer 1337 physics exam questions spanning general certificate of secondary education (GCSE), A-Level, and introductory university curricula. We employed various AI prompting techniques: Zero Shot, in context learning, and confirmatory checking, which merges chain of thought reasoning with reflection. The proficiency of gpt-3.5-turbo varied across academic levels: it scored an average of 83.4% on GCSE, 63.8% on A-Level, and 37.4% on university-level questions, with an overall average of 59.9% using the most effective prompting technique. In a separate test, the LLM’s accuracy on 5000 mathematical operations was found to be 45.2%. When evaluated as a marking tool, the LLM’s concordance with human markers averaged at 50.8%, with notable inaccuracies in marking straightforward questions, like multiple-choice. Given these results, our recommendations underscore caution: while current LLMs can consistently perform well on physics questions at earlier educational stages, their efficacy diminishes with advanced content and complex calculations. LLM outputs often showcase novel methods not in the syllabus, excessive verbosity, and miscalculations in basic arithmetic. This suggests that at university, there’s no substantial threat from LLMs for non-invigilated physics questions. However, given the LLMs’ considerable proficiency in writing physics essays and coding abilities, non-invigilated examinations of these skills in physics are highly vulnerable to automated completion by LLMs. This vulnerability also extends to pysics questions pitched at lower academic levels. It is thus recommended that educators be transparent about LLM capabilities with their students, while emphasizing caution against overreliance on their output due to its tendency to sound plausible but be incorrect.

Teacher Perceptions on the Possibility of Integrating History and Citizenship in the Lesotho Curriculum: A Case of Three Secondary Schools

One of the key contemporary needs in education is to promote nationalism and national cohesion. Challenges confronting most developing countries include political instability, violence, voter apathy, and youth disintegration. Many regard the teaching of citizenship as a possible panacea to remedy these problems. Scholars have applauded the role of citizenship education in inculcating crucial values such as active citizenship, tolerance, and social cohesion. The Lesotho curriculum uses social science subjects, especially history, to address these challenges. Pursuant to repeated calls for the integration of history with citizenship in Lesotho schools in order to enhance history's thrust in achieving the task, this qualitative study adopted the case study design to purposively sample six history teachers, two from each of three secondary schools in the Maseru district. Semi-structured interviews and document analysis of the Education Sector Plan 2005-2015 and Education Sector Strategic Plan 2016-2026, Curriculum and Assessment Policy (CAP) 2009, Lesotho General Certificate of Secondary Education (LGCSE), and the Grade 8 Social Science Syllabus were relied upon for the collection of data. Our findings from this study show that teachers believe that the integration of history and citizenship can instil values of active citizenship, patriotism, political stability, and economic development to mention but a few. We therefore concluded that there are possibilities of integrating history with citizenship instead of leaving them as subjects independent from each other. We recommend that the Ministry of Education and Training (MoET) should consider the integration ofhistory and citizenship into the curriculum.

Reading to Learn: Powerful pedagogy for disciplinary teaching in a high-stakes examination curriculum

The qualitative study presented here shows how a secondary school history teacher in the United Kingdom transformed her lesson planning and classroom interactions with students following professional development in the genre-based Reading to Learn pedagogy grounded in Systemic Functional Linguistics. The teacher undertook Reading to Learn while teaching a history class preparing for the General Certificate of Secondary Education. The professional development enabled her to analyse the genres and linguistic features of history texts in order to support the development of subject knowledge via the implementation of the teaching strategies designed to support student reading and writing of the texts required by the examination curriculum. The study reporting on the teacher planning and classroom practices includes examples of teacher-student interaction that demonstrate how the teacher was able to approach her disciplinary texts through the lens of genre, thus identifying the existing gap between the reading of informative genres in textbooks and the requirement to write in less familiar evaluative genres in exams. Moreover, the careful planning of strategies to support reading and the annotation of texts, had a positive impact on the joint construction of the less familiar argumentative genre required.

Preschool Mathematics and Literacy Skills and Educational Attainment in Adolescents Born Preterm and Full Term

To test whether preschool academic skills were associated with educational attainment in adolescence and whether associations differed between individuals born preterm and at full term. This prospective cohort study comprised 6,924 individuals, including N=444 (6.4%) adolescents born preterm (<37 weeks of gestation, mostly 32-36 weeks gestation) from the Avon Longitudinal Study of Parents and Children. Preschool academic (mathematics and literacy) skills were rated by teachers at 4-5 years. Educational attainment at 16 years was informed by attaining a General Certificate of Secondary Education (GCSE) in key subjects Mathematics and English. Logistic regressions assessed the association between preterm birth, preschool mathematics, and GCSE Mathematics, and between preterm birth, preschool literacy, and GCSE English. Similar numbers of adolescents born preterm and at term achieved a GCSE in Mathematics and English (53.6 % vs 57.4% and 59.5% vs 63.9, respectively; p-values>0.05). Higher preschool academic skill scores in mathematics were associated with greater odds of attaining GCSE Mathematics and preschool literacy skills were associated with GCSE English. Adolescents born preterm with higher preschool mathematics (OR 1.51, CI: 1.14, 2.00) and literacy skills (OR 1.57, CI: 1.10, 2.25) were more likely to attain GCSEs in the respective subject than their term-born counterparts with equal levels of preschool skills. Preschool academic skills in mathematics and literacy are associated with educational attainment of preterm and term-born individuals in adolescence. Children born prematurely may benefit more from preschool mathematics and literacy skills for academic and educational success into adolescence than term-born individuals.

Education pathways to the labour market for 16-year-olds who struggle to achieve maths and English in General Certificate of Secondary Education

We examine the post age-16 educational pathways taken by the 44% of young people who do not gain “good” grades in English and Maths at age 16 years. We then assess the causal effects of attending General Further Education (GFE) colleges on education and labour market outcomes for this group.&#x0D; We use the Longitudinal Education Outcomes dataset, which comprises linked administrative education, employment and income records for the population of English school pupils aged 16 in 2011. To summarise complex post-16 education trajectories, we present Sankey charts stratified by indicators of disadvantage. We study the effects of attending GFE at age 17 on whether a pupil gains a Level 3 qualification by age 19, and their earnings and employment status at age 24. To estimate a causal impact, we use distance from home to the closest GFE college as an instrumental variable, controlling for a rich set of background characteristics.&#x0D; Our graphical results highlight the complexity of post-16 educational pathways and transitions, which are differentiated by disadvantage. Over 50% have GFE as their first post-16 destination. Results from instrumental variable analyses show a positive association between attending GFE and gaining a Level 3 qualification by age 19, among pupils who do not gain a “good” pass in the General Certificate of Secondary Education (GCSE) in either English and/or Maths. Restricting analyses to the bottom of the distribution – those who gain an E, F or G grade in both English and Maths - we do not detect an impact of GFE on qualifications at age 19. Among both subgroups, we do not detect any impact of attending GFE on earnings and employment at age 24 years.&#x0D; While the post-16 pathways taken by disadvantaged, lower-attaining pupils do increase qualification attainment for some, the value these have in the labour market appears limited. These results may indicate the importance of “soft-skills” and early employment experiences for this subgroup of lower-attainers.

Walking the line: Does crossing a high stakes exam threshold matter for labour market outcomes?

ObjectivesThis paper offers new insight into the link between success in high stakes exams and subsequent education and labour market outcomes. It is the first study to look holistically at the impact of crossing an important high stakes threshold on both academic and vocational education choices and ultimately labour market outcomes.&#x0D; MethodIt does so by comparing those either side of a formerly important threshold in the English education system at the end of compulsory schooling (achieving five general certificate of secondary education A* to C passes) which was commonly regarded as the minimum benchmark for continuing into post-compulsory education.&#x0D; ResultsI find that crossing this threshold led to an 6.3-6.7 percentage point increase in the proportion of men and women (respectively) going on to take academic qualifications, with little change in the proportion taking vocational qualifications, leading to a net increase in those staying on after compulsory schooling. Women's daily earnings in 2017-18 (11-13 years after leaving compulsory schooling) were 3.1 percentage points higher for those just crossing the threshold, but men's early labour market outcomes were unchanged.&#x0D; ConclusionThe results for men can be explained by low returns to academic qualifications for marginal learners. The findings for women do not disappear after accounting for subsequent education choices, suggesting that crossing the threshold may play a signalling role for employers as well as education institutions.

A national survey of gendered grouping practices in secondary school physical education in England

ABSTRACT Background Gendered grouping practices and curriculum provision are matters of long-standing contention and debate in physical education (PE) policy, research, and practice internationally. In England, there is a long tradition of single-sex grouping in PE in secondary schools, with accompanying gendered patterns of staffing and many boys and girls taught different activities in the curriculum. Research on the incidence of single- and mixed-sex grouping in PE is however scarce, dated, and limited in scale. At a time when education, sport, and society are challenged to move beyond binary discourses and critically review structures and practices that uphold stereotypical and established gendered power relations, this study sought to provide an evidence base and stimulus for researchers, policy-makers, and PE professionals to (re-) engage with grouping practices in PE. Specifically, the study was designed to provide a national picture of current single- and mixed-sex grouping arrangements in PE in secondary schools in England. Method Data were collected by a web-based survey of all 2873 mainstream state-funded co-educational secondary schools in England. The survey was addressed to Subject Leaders of PE and was open between September and October 2021. A total of 818 surveys were completed giving an overall response rate of 28.5%. Results The responses indicated that single-sex grouping is the most common arrangement in core (compulsory, non-examination) PE in Key Stage 3 (Years 7–9) and Key Stage 4 (Years 10–11), whilst mixed-sex grouping is dominant in General Certificate of Secondary Education (GCSE) and/or Business and Technology Education Council (BTEC) PE in Key Stage 4. It was noticeable, however, that very few schools were using the same arrangement for all PE lessons in Key Stages 3 and 4, and some were using single-sex grouping within mixed-sex PE lessons, particularly in physical contact activities such as rugby and football. The responses highlighted that single- and mixed-sex grouping decisions in PE are complex and contingent on several interrelated factors, including curriculum content and structures, school timetabling, staffing arrangements and preferences, the nature of the student cohort, and specific considerations relating to safety in some sport contexts. Data indicated that in many instances grouping arrangements in secondary school PE in England serve to reproduce and legitimate restrictive binary gender discourses. There was some but limited evidence of grouping approaches positively supporting gender diversity within PE, with a small number of schools organising PE in mixed-sex classes to be more inclusive of transgender and non-binary students. Discussion and conclusion This study highlights the role that grouping approaches play in either impeding or advancing work to strengthen gender equity and inclusion in PE and identifies teachers’ knowledge, skills, and understandings relating to grouping approaches and gender diversity as an important focus for initial teacher education and professional learning. The paper also calls for engagement from research and professional communities internationally to inform future policies and practices regarding the use of grouping approaches in PE.

001 Does atopic dermatitis in childhood impact later educational attainment? A UK birth cohort study

Abstract Atopic dermatitis (AD) may impair educational attainment in numerous ways, including poor attention due to itching and disrupted sleep quality. Educational attainment is a social determinant of health; thus, any association with AD, a prevalent chronic disease, is important to understand. We aimed to determine whether AD is associated with lower educational attainment using data collected between 1990 and 2009 on children enrolled in the Avon Longitudinal Study of Parents and Children (ALSPAC) and linked to the National Pupil Database. Participants were 13,956 children alive at 1 year of age and followed up with repeated measures of AD until 11.5 years of age. The outcome was educational attainment, defined as achieving at least five General Certificates of Secondary Education (GCSEs) at grades A*–C by 16 years of age. Using multivariable logistic regression, we assessed the effect of AD on educational attainment, adjusting for potential confounders. We included 7577 children in a complete record analysis: 3258 (43.0%) with evidence of AD (two positive AD reports) and 4319 (57.0%) without AD reports (comparator group). Compared with children without AD, children with AD had 30% increased odds of attaining ≥ 5 A*–C GCSEs [adjusted odds ratio (aOR) 1.30, 95% confidence interval (CI) 1.17–1.45]. Children with AD had a 9.9% absolute excess probability of achieving ≥ 5 A*–C GCSEs vs. children without AD. In a stratified analysis, asthma was shown to enhance the strength of the association of AD with educational attainment [probability in AD vs. no AD groups: 62.7% vs. 47.3%; aOR 1.58, 95% CI 1.19–2.10 (P = 0.04 for interaction)]. AD appeared to be associated with higher educational attainment in English children. Despite the magnitude and strength of the findings, cautious interpretation is required due to the dichotomous outcome measure, poor generalizability and potential unmeasured confounding. Further investigations should evaluate reproducibility in other populations, stratify by AD trajectory–severity phenotypes and use quantitative test scores.

Investigating the Impact of Relative Cost on Motivation and Performance in Mathematics among BGCSE Students: A Qualitative Perspective

Purpose: This study investigated the impact of ‘relative cost’, a component of the Expectancy-Value Theory, on the performance of Botswana General Certificate of Secondary Education (BGCSE) mathematics. It also investigated the impact of social influences (parents, teachers, and peers) on students' mathematics perceptions.&#x0D; Methodology: In this qualitative research study, focus groups were conducted with a purposive sample of 40 students selected based on their performance from 10 randomly sampled secondary schools. The primary aim was to gain a comprehensive understanding of the students' experiences and perspectives.&#x0D; Findings: The results indicate that when engaging with mathematics, students perceive costs in the form of effort, stress, loss of time, and loss of preferable alternatives. Additionally, the study shows that teachers come in third after parents and peers in terms of influence on students' mathematics perceptions.&#x0D; Unique Contribution to Theory, Practice and Policy: Based on these findings, it is suggested that strategies be developed to mitigate these perceived costs and assist students in dealing with mathematics more effectively. This may include techniques for stress management, time management, or alternative teaching methods that make learning mathematics more pleasurable and less time-consuming.

Społeczność wzajemnego uczenia się. Opinie nauczycieli na temat możliwości ich uczenia się w szkołach realizujących międzynarodowe programy kształcenia

The purpose of the study is to identify teachers’ opinions on their learning opportunities in schools implementing the following international programmes in Poland: International Baccalaureate (IB), Advanced Placement (AP), and International General Certificate of Secondary Education (IGCSE). The study was conducted using the diagnostic survey method on a group of 103 teachers. The theoretical basis was Wenger’s (1998) model of learning in communities of practice, which assumes that adult learning (in this case, teachers) can be analyzed in four areas: (1) Belonging, (2) Doing, (3) Becoming, and (4) Experiencing. Therefore, the socio-cultural situation of teachers and their common but specific educational practices conditioned by the specificity of international schools were adopted. The results show that teachers do not feel fully prepared to work after graduation, they use the knowledge and skills acquired in the workplace more often than that acquired during studies, and international programmes create favourable conditions for their learning and professional development. Teachers form a learning community at three levels: school, national, and international. Thus, they form a type of community of communities that Wenger calls a ‘constellation’.

Parental unemployment and children's educational attainment: How big is the role of aspirations?

Children exposed to parental unemployment have been found to lag behind in school, but research has struggled to pin down the underlying explanation. One hypothesis is that parental unemployment may dampen children's aspirations to do well and go far in school. Yet, few studies on parental unemployment have relied on actual measures of children's aspirations or devised a formal analysis of this mechanism. Using the UK Household Longitudinal Study (Waves 1-12, N=1067), I investigate the role of educational aspirations in children's General Certificate of Secondary Education (GCSE) attainment. I compare adolescents exposed to parental unemployment before or only after the typical age at which GCSE exams are taken. In adjusted models, children exposed to parental unemployment before their GCSEs are around 6 percentage points less likely to attain any GCSE qualification by age 17. On average, children have high educational aspirations, although intentions to enrol in college or university are relatively lower among children exposed to an early spell of parental unemployment. Nevertheless, a hypothetical intervention setting these aspirations to the same level for all children only accounts for a modest portion of the educational penalty tied to an early spell of parental unemployment. Several sensitivity and robustness tests support this conclusion. This note seeks to stimulate more research on the mechanisms underpinning the intergenerational effects of unemployment. Findings cast doubts on the idea that children's aspirations, the target of broader policy discourse and interventions, are a crucial part of the equation.

Association between breastfeeding duration and educational achievement in England: results from the Millennium Cohort Study

ObjectiveTo evaluate the association between breastfeeding duration and educational outcomes at the end of secondary education among children from the Millennium Cohort Study.DesignCohort study comparing school results at age 16...

Intergenerational transmission of educational disadvantage: Education progression of children of care leavers compared to a general population sample

AbstractThere is persistent evidence showing that care leavers tend to have lower educational outcomes compared to their peers. There is, however, less knowledge of whether this educational disadvantage transfers to the second generation. This study adopts a developmental contextual life‐course approach to examine: (a) the extent of educational inequality of children of care leavers from school entry to public examinations at age 16; (b) the relative role of different psychosocial family resources as predictors of educational attainment; and (c) the role of early school readiness assessments as predictors of later educational attainment. Drawing on data collected from families living in England at the first sweep of the nationally representative UK Millennium Cohort Study (MCS) (n = 11,514), the findings suggest intergenerational transmission of educational disadvantage among children of care leavers (n = 287), which is manifest in a direct assessment of school readiness (age 3), at the Early Years Foundation Stage (EYFS) (age 5) and in General Certificate of Secondary Education (GCSE) attainment (age 16). However, once inequalities in family socio‐economic background or area deprivation and housing are controlled for, children of care leavers perform comparably in their educational progression to those whose mothers had no experience of being in care (n = 11,227). Moreover, the findings highlight the significance of early school readiness assessments in predicting later educational attainment for the whole sample. Findings are discussed regarding their implications for policy, in particular the need to address educational inequality for children in care, area allocation and housing that is offered to care leavers, and the general importance of early interventions.

The Journey to Making ‘Digital Technology’ Education a Community Learning Venture

Technology has become an integral part of our educational systems, and its importance in our schools cannot be overstated. However, digital skills, unlike other literacy skills, such as reading, writing, and numeracy, still have many discontinuities between how children use them at home versus in school. Therefore, in Wales (UK), digital skills are being promoted as part of the Digital Competence Framework (DCF) and feature highly in the new Curriculum for Wales (2022). Moreover, the new Digital Technology General Certificate of Secondary Education (GCSE) in Wales has been introduced to provide learners with the opportunity to gain a qualification that builds digital skills, knowledge, and understanding. However, this also brings many challenges for teachers, such as a lack of confidence, knowledge, and training, as well as a lack of resources and fear of change, to name a few. These challenges, in turn, have an impact on pupils’ motivation and performance, as well as parents’ ability to support their children. This paper presents a qualitative case study on the development of a new digital technology learning community for primary and secondary school pupils, their teachers, and parents in Blaenau Gwent, Wales (UK). Firstly, the paper will provide insight into what was required to establish an effective learning community, including ensuring engagement and buy-in from all stakeholders. Secondly, through the description, analysis, and interpretation of findings from two studies, the paper will highlight the impact of the DTLSN learning community on teachers and pupils in Blaenau Gwent, especially in terms of their learning and teaching.