staff‚ pupils and school policies and strategies. To work collaboratively with teaching staff and assist teachers in the whole planning cycle and the management/preparation of resources. To provide support for pupils‚ the teacher and the school in order to raise standards of achievement for all pupils (e.g. SEN‚ EAL‚ GT‚ all underachieving groups)‚ by utilising advanced levels of knowledge and skills when assisting with planning‚ monitoring‚ assessing and managing classes‚ and to encourage pupils to
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- | TDA 2.4 - Equality‚ Inclusion & Diversity In Work With Children and Young People. | Kerri Cook | | Contents Section One: Page 4 Legislation‚ participation‚ equal access and valuing and promoting cultural diversity. Section Two: Page 8 Prejudice & Discrimination and own attitudes‚ values and opinions. section three: Page 13 group inclusion Contents Page 4 - Section One Page 5 - 1.1 - Identify the current legislation and codes of practice relevant to the promotion of equality
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play percussion instruments. I could contribute to the class by joining in and showing them how to play each instrument. I would reinforce what the teacher is teaching the pupils. Helping the pupils learn the names of the instruments and maybe what it’s made up of. We could play some songs together in groups and let each pupil have a go with different instruments so they could get a feel of them and ask them what they think of them. I would stop any children being disruptive and encourage them all
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1 By the end of the 6-year primary schooling‚ pupils will be able to pronounce words and speak confidently with the correct stress‚ rhythm and intonation. 1.2 By the end of the 6-year primary schooling‚ pupils will be able to listen and respond appropriately in formal and informal situations for a variety of purposes.2.2 By the end of the 6-year primary schooling‚ pupils will be able to demonstrate understanding of
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mathematical possibilities and provides pupils and their teachers with interesting and exciting problems on topics that pupils find fun and engaging. The topics range from the real world to pure fantasy. The problems make extensive use of ‘open’ questions‚ to which there is often no one right answer. most require a number of steps and can be explored at various levels of depth by pupils of differing abilities. Each Case Study contains materials for pupils to use in the classroom as well as teachers’
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Learning and Teaching should be Inclusive and Enjoyable: Gifted/Talented Pupils Terms such as “the most able” have been used to identify particularly able pupils. A convention has arisen whereby the terms “gifted” and “talented” have come into use. “Gifted” is often used to indicate special academic aptitude and “talented” to refer to pupils who are extremely able in the areas of creativity‚ sport‚ the expressive arts or‚ indeed‚ other areas. The organisation Children of High Intelligence
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Using material from Item B and elsewhere‚ assess the strengths and limitations of using written questionnaires for investigating pupils’ career aspirations (20 marks) A questionnaire is a set list of questions. Positivists see questionnaires as useful because they produce statistical data which correlations and cause and effect relationships can be drawn. Positivists in particular see questionnaires because they produce statistical data from which correlations and cause and effects relationships
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TITLE: INCREASING PUPIL’S PERFORMANCE IN SCIENCE AND HEALTH VI THROUGH REMEDIAL CLASSES IN MATICMATIC ELEMENTARY SCHOOL DURING THE SCHOOL YEAR 2011-2012 II. SITUATION Science has been always noted as one of the most difficult subjects among the pupils of Maticmatic Elementary School. One of the problems
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Workers and Supporting pupils with special educational needs Workers The following NOS (national occupational standard) for STL (supporting teaching and learning) are relevant to those supporting pupils with special educational needs. STL unit Who is this unit for? STL12 Support a child with disabilities or special educational needs This unit is for those working with an individual pupil with SEN (or separately with
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Class: Yr 7 Number of pupils: 21 Title of Unit: Rounders Lesson Number: 2 Lesson Topic: Fielding and batting Date: 7/5/09 Time: 50 min Mark to indicate Knowledge‚ Skills & Understanding Acquiring and developing new skills Select and apply skills‚ tactics‚ideas Evaluate and improve performance Knowledge and understanding of fitness and health Areas of Activity Key Stage 3: Pupils should be taught: to refine and
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