do things‚ on places‚ directions and on amounts and quantities. 2.3.3 Talk about things heard‚ seen‚ read 3.4.1 Read aloud phrases and sentences‚ pronouncing them correctly Previous Knowledge : Pupils have learned the names of domestic animals Learning Outcomes : Pupils will be able to 1. Read at least 4 short sentences correctly in the text with guidance of teacher. 2. Identify at least three birds based on the description given. 3. Able to create a mask of a parrot following
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above‚ one group of pupils that may need to be taken into account when differentiating a lesson might be those pupils with special educational needs‚ or SEN. There is not the scope to go further into these acts in this short essay‚ but I should mention that pupils with SEN are empowered by both the SEN Code of Practice 1996 (revised 2002) and the Disability Discrimination Act latest amendment 2004 and as such can expect to be given the same opportunities as every other pupil in the country. Some
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curree (to run) and means a course of study (to be run) or a set of ideas (to be taught or developed)” (Ellis‚ Butler and Simpson 2004‚ p.34). The curriculum describes what pupils learn‚ and what teachers teach‚ and represents the aims of education at the time. It is a selection of subjects which is a mandatory part of pupils’ learning and tends to be shaped by the social‚ cultural and political context within which it operates (Husbands‚ 2007‚ pp. 171-176). The National Curriculum (NC) was introduced
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HIGHER ARCHIEVERS Pupils are familiar with the word raindrops. At the end of the lesson learners should be able to 1. Spell the keyword ‘raindrop”.2. Identify raindrops from the chart. 3. Write the word “raindrop raindrop” neatly into their books. Read and write: Raindrops‚ raindrops. (1)Teacher asks the pupils to identify raindrops from the chart. (2) Teacher asks pupils to spell and pronounce the word raindrop. (3) Teacher guides pupils to write the sentence in
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activities effectively and consistently whilst recognising their individual needs. * Assess and evaluate pupils work as directed by the teacher which might include assisting with the development and implementation of individual educational plans (IEPs). * Establish productive working relationships with pupils acting as a role model‚ promoting independence‚ inclusion and acceptance of all pupils within the classroom. * Understand and follow the schools ethos‚ mission‚ aims and values. * Ensure
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teach the educational learning and well-being of their pupils through support and guidance following the standards set by the National Curriculum. It is the role of the classroom teacher to plan each school day’s lessons and adapt said lessons to the different academic levels befit to each child within the class‚ this may involve grouping pupils into diverse ability levels. The teacher then has to deliver the lesson ensuring that each pupil understands what is expected of them and what they can
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Assistant (TA) at level 2 can be divided into four key areas. Support for the pupil‚ teacher‚ curriculum and the school. Support for the pupil The most fundamental role of a TA with regard to a pupil is to assist‚ promote and guide them in their academic and social progress within a school environment. This applies to all students with whom the TA comes into contact with. Support can take many forms‚ from enabling pupils to become independent learners to fostering the inclusion of children with
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the development of a young person’s identity‚ learning and overall development into an independent individual but it also must be noted that problems such as racism‚ discrimination‚ learning disabilities in the classroom can be detrimental to the pupil. “Teachers are faced with the task to respond
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Support for Learning Policy Principles One of the National Priorities is “to promote equality and inclusion and help every pupil benefit from education‚ with particular regard paid to pupils with disabilities and special educational needs….”. We hope to implement the key characteristics of inclusion within our Support for Learning policy. “Inclusive education requires the presence of all learners in one shared educational community since the exclusion of a single individual diminishes the integrity
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industrious and productive and there are those who are not participating in the class. Teachers label them as unmotivated pupils. Teachers become frustrated when the pupils appear to be unmotivated. There are ways on how teachers can boost the interest of the pupils. One way is to observe proper classroom management. It involves maintaining order in the classroom and sustaining pupils’ interest. No matter how organized and skillful the teacher is in delivering the lesson‚ students will probably behave
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