A certain amount of national testing at key points in a child's school career is necessary in order to provide a standardised means of measuring educational attainment. But in recent years the Government has emphasised central control of the education system through testing and associated targets and performance tables, placing test results in a new and more complex context with wide-ranging consequences. National test results are used for a wide variety of purposes across many different levels-national, local, institutional and individual. Is the current national testing system a valid means by which to achieve these purposes. The Committee concludes that, in some cases, it is not. In particular, the use of national test results for the purpose of school accountability has resulted in some schools emphasising the maximisation of test results at the expense of a more rounded education for their pupils. A variety of classroom practices aimed at improving test results has distorted the education of some children, which may leave them unprepared for higher education and employment. 'Teaching to the test' and narrowing of the taught curriculum are widespread phenomena in schools, resulting in a disproportionate focus on the 'core' subjects of English, mathematics and science. The Government's proposals for the new single-level tests and the new emphasis on the personalised approach to learning may have some positive effects. But there is a need for structural modification of the current approach. The Committee concludes that the national testing system should be reformed to decouple these multiple purposes in such a way as to remove from schools the imperative to pursue test results at all costs. On the 14-19 diplomas, the Committee notes that teachers feel unprepared for the new qualifications and there is anxiety about the limited amount of training they are due to receive.

This document sets out plans to establish the Office of the Qualifications and Examinations Regulator, a new regulator of qualifications and tests for England, which will be independent of ministers and report directly to Parliament. It will accredit public qualifications; and recognise, monitor, and inspect organisations that develop and award qualifications. In addition the role of the Qualifications and Curriculum Authority will evolve into a development agency for curriculum assessment and qualifications. This consultation document is in four sections: the current landscape and the case for change; a new regulatory authority; curriculum and qualifications development; next steps - implementing the reforms. Consultation ends on 10th March 2008.

Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers found fruitful and the underlying ideas about learning that these developments illustrate. Later chapters discuss the problems that teachers encountered when implementing the new practices in their classroom and give guidance for school management and LEAs about promoting and supporting the changes. --from publisher description

In many parts of the world, the state education system is accompanied by a shadow system that mirrors the school curriculum. In England, most provision in the shadow system is through private, one-to-one tutoring, offered by those working independently and through local, regional and national agencies. International surveys indicate that shadow education in England is widespread but not as extensive as in many other countries, although there are signs that it may be expanding. Families support their children's learning at home and often employ a tutor to help with their education and to enable them to do well in tests, examinations and transition points in the education system. Parents with higher educational and occupational levels are more likely to do this for their children, especially in preparation for the GCSE examinations. One-to-one tuition is also provided in state-maintained schools through structured programmes for young children and tutorial support for older children. This lecture evaluates the impact on attainment of one-to-one tuition in both the state and shadow systems and argues that while it can be very effective, it is not a panacea. Professor Ireson argues that the overall effects of private tutoring appear limited, though they vary depending on subject and duration, while carefully designed programmes in school enable low attaining young children to achieve expected targets for their age, dependent on the content of tutorial sessions and the quality of tutoring. This lecture comes at a time when funding is being devolved and schools will need to make important decisions about provision of one-to-one tuition which, when combined with after school clubs, revision classes and booster sessions, provide opportunities that are accessible to all, including students from less advantaged backgrounds.

Chapter 1: Introduction to Flying offers a brief history of flight, introduces the history and role of the FAA in civil aviation, FAA Regulations and standards, government references and publications, eligibility for pilot certificates, available routes to flight instructions, the role of the Certificated Flight Instructor (FI) and Designated Pilot Examiner (DPE) in flight training, and Practical Test Standards (PTS). Chapter 2: Aircraft Structure An aircraft is a device that is used, or intended to be used, for flight, according to the current Title 14 of the Code of Federal Regulations (14CFR) Part I. This chapter provides a brief introduction to the structure of aircraft and uses an airplane for most illustrations. Light Sport Aircraft (LSA), such as wight-shift control, balloon, glider, powered parachute, and gyroplane have their own handbooks to include detailed information regarding aerodynamics and control. Chapter 3: Principles of Flight This chapter examines the fundamental physical laws governing the forces acting on an aircraft in flight, and what effect these natural laws and forces have on the performance characteristics of aircraft. To control an aircraft, be it an airplane, helicopter, glider, or balloon, the pilot must understand the principles involved and learn to use or counteract these natural forces. Chapter 4 Aerodynamics of Flight This chapter discusses the aerodynamics of flight – how design, weight, load factors, and gravity affect an aircraft during flight maneuvers. The four forces acting on an aircraft in straight-and-level, unaccelerated flight are thrust, drag, lift, and weight. Chapter 5 Flight Controls This chapter focuses on the flight control systems a pilot uses to control the forces of flight, and the aircraft’s direction and attitude. It should be noted that flight control systems and characteristics can vary greatly depending on the type of aircraft flown. The most basic flight control system designs are mechanical and date to early aircraft. They operate with a collection of mechanical parts such as rods, cables, pulleys, and sometimes chains to transmit the forces of the flight deck controls to the control surfaces. Chapter 6 Aircraft Systems This chapter covers the primary systems found on most aircraft. These include the engine, propeller, induction, ignition, as well as the fuel, lubrication, cooling, electrical , landing gear, and environmental control systems. Chapter 7 Flight Instruments This chapter addresses the pitot-static system and associated instruments, the vacuum system and related instruments, gyroscopic instruments, and the magnetic compass. When a pilot understands how each instrument works and recognizes when an instrument is malfunctioning , he or she can safely utilize the instruments to their fullest potential. Chapter 8 Flight Manuals and Other Documents The chapter covers airplane flight manuals (AFM), the pilot’s operating handbook (POH), and aircraft documents pertaining to ownership, airworthiness, maintenance, and operations with inoperative equipment. Knowledge of these required documents and manuals is essential for a pilot to conduct a safe flight. Chapter 9 Weight and Balance Compliance with the weight and balance limits of any aircraft is critical to flight safety. Operating above the maximum weight limitation compromises the structural integrity of an aircraft and adversely affects its performance. Operations with the center of gravity (CG ) outside the approved limits results in control difficulty. Chapter 10 Aircraft Performance This chapter discusses the factors that affect aircraft performance which include the aircraft weight, atmospheric conditions, runway environment, and the fundamental physical laws governing the forces acting on an aircraft. Chapter 11 Weather Theory This chapter explains basic weather theory and offers pilots background knowledge of weather principles. It is designed to help them gain a good understanding of how weather affects daily flying activities. Understanding the theories behind weather helps a pilot make sound weather decisions based on reports and forecasts obtained from a Flight Service Station (FSS) weather specialist and other aviation weather services. Be it a local flight or a long cross-country flight, decisions based on weather can dramatically affect the safety of the flight. Chapter 12 Aviation Weather Services In aviation, weather service is a combined effort of the National Weather Service (NWS), Federal Aviation Administration (FAA), Department of Defense, DOD), other aviation groups and individuals. While weather forecasts are not 100 percent accurate, meteorologists, through careful scientific study and computer modeling, have the ability to predict weather patterns, trends, and characteristics with increasing accuracy. These reports and forecasts enable pilots to make informed decisions regarding weather and flight safety before and during a flight. Chapter 13 Airport Operations This chapter focuses on airport operations both in the air and on the surface. By adhering to established procedures, both airport operations and safety are enhanced. Chapter 14 Airspace This chapter introduces the various classifications of airspace and provides information on the requirements to operate in such airspace. For further information, consult the AIM and 14 CFR parts 71, 73, and 91. Chapter 15 Navigation This chapter provides an introduction to cross-country flying under visual flight rules (VFR). It contains practical information for planning and executing cross-country flights for the beginning pilot. Chapter 16 Aeromedcial Factors It is important for a pilot to be aware of the mental and physical standards required for the type of flying done. This chapter provides information on medical certification and on a variety of aeromedical factors related to flight activities. Chapter 17 Aeronautical Decision-Making This chapter focuses on helping the pilot improve his or her ADM skills with the goal of mitigating the risk factors associated with flight in both classic and automated aircraft. In the end, the discussion is not so much about aircraft, but about the people who fly them. Includes Appendix with tables of information, a glossary and an index.

Used extensively as a reference source for the FAA Knowledge Exams, this resource includes basic knowledge that is essential for all pilots, from beginning students to those pursuing advanced pilot certificates. This updated guide covers a wide array of fundamental subjects, including principles of flight, aircraft and engine structures, charts and graphs, performance calculations, weather theory, reports, forecasts, and flight manuals. Required reading for pilots for more than 25 years and formerly published as an Advisory Circular (AC 61-23C), this new edition is now listed as an official FAA Handbook.