Zamrud Time : 12.30 p.m. – 1.30 p.m. Date : 14th April 2015 (Tuesday) Topic : Unit 7– Blogging Enrollment : 41 Pupils Proficiency Level : Advanced Theme : World Knowledge Focused Skill : Reading Integrated Skills : Writing Learning Standards: Content Standard Learning Standard 2.2 By the end of the 6 year primary schooling‚ pupils will be able to demonstrate understanding of variety of linear and non-linear texts in the form of print and non-print materials using
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has been shared with class each pupil then chooses a character from that story and describes their character and how the character could be feeling and possibly how the pupil would feel if in that situation Discussion Groups In group discussion pupils will learn to: Express themselves clearly To justify opinions To tolerate different views This will give the opportunity to hear pupils voices‚ be open to new ideas. We would have to choose a topic that pupils are motivated to talk about and
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Assess the importance of school factors such as racism and pupils responses to racism in creating ethnic differences in educational achievement. (20 Marks) There are many factors which lead to differences in educational achievement between different ethnic groups. These factors consist of labelling and teacher racism‚ pupil responses and subcultures‚ the ethnocentric curriculum‚ institutional racism and selection and segregation. Labelling and teacher racism is when you attach a meaning or definition
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part of the body - arm . Teacher show an arm to the pupils to introduce the phoneme /ae/ Pupils say after the teacher. Pupils hold their arm while say the word Teacher used part of the body. Step 2 (10 minutes) Reading Read with the correct intonation Teacher reads the speech bubbles in sequence. Pupils follow say after the teacher - Step 3 (15 minutes) Read Emphasis on phoneme /ae/ Teacher guide in reading Emphasis on phoneme /ae/ Pupils been guided by the teacher to read Emphasis on phoneme
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LESSON PLAN Subject : English Class : 4 Mesra Enrolment : 27 pupils Date/Day : 15th April 2015 Time : 8.30 a.m. – 9.30 a.m. Theme : World of Knowledge Topic : Care for the Sea Module : L&S Content Standards : 1.3 By the end of the 6-year primary schooling‚ pupils will be able to understand and respond to oral texts in a variety of contexts. Learning Standards : 1
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differences in pupils’ home background play a key role in causing differences in educational achievement. The material factor with the most impact on differences in achievement is poverty and this is the lack of the physical necessities in life‚ such as adequate housing‚ diet and income. It causes children to achieve badly academically and it most affects the working class. Poverty can cause working class underachievement in that a poor living environment could consist of overcrowding‚ and so pupils don’t
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present six- to ten-year-old pupils visit primary school from first to fourth form. At the age of ten an allocation takes place: the pupils are divided into four groups depending on intelligence and achievements at school. The Gymnasium’‚ which is roughly equivalent to grammar school‚ is visited by the best ones‚ and their final examination after eight years of attendance‚ the Abitur’ that more or less corresponds to A levels‚ allows them to go to university. The average pupils attend the so-called Realschule’
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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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