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Practical training materials for primary and secondary schools to use to train staff to teach about online relationships (primary) and online and media (secondary).
The process for requesting early years initial teacher training (EYITT) places and allocations for the 2026 to 2027 academic year.
How to complete the estimating pupil numbers form for academic year 2026 to 2027
GCE AS and A level subject content for art and design for teaching in schools from 2015.
GCE AS and A level subject content for economics for teaching in schools from 2015.
GCE AS and A level subject content for history for teaching in schools from 2015.
Further maths AS and A level subject content for teaching in schools from 2017.
Subject content, aims and learning objectives for GCSE classical civilisation for teaching from 2017.
Guidance and templates to help free schools write their admission and referral policies.
How we calculate the contextual GLD scores included in the ‘Compare your GLD data’ reports.
The early years foundation stage (EYFS) profile handbook provides guidance to schools on how to administer the EYFS profile assessment at the end of the reception year.
Training opportunities and funding for your graduate employees to gain early years teacher status.
Advice for providers looking to offer early years initial teacher training (ITT).
A good-practice guide to help academy trusts manage their reserves and create robust reserves policies.
Good practice advice to support local authorities to meet the accommodation needs of care leavers.
The national leaders of further education programme is a source of support to improve quality in further education colleges.
Guidance for providers that have successfully applied for the second round of the higher technical education (HTE) skills injection fund.
Information to help local authorities complete and submit their APT for 2025 to 2026.
Use destinations data and destination measures to provide careers guidance and improve outcomes for young people in schools.
Guidance for schools that describes the experience of primary schools that have worked well to support children in care.
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