learning needs of all pupils. “The four main purposes of the British National Curriculum seek: To establish an entitlement, establish standards, promote continuity and coherence, lastly to promote public understanding” Looking at teaching English in key stage 1, speaking and listening, reading and writing go hand in hand. “Most children try out ideas in talk long before they are able to try to pin them down in writing. Reading aloud helps children to become familiar with the cadences and uses of English
both systems and use them to suit each country’s own context and aims. In other words, this should be seen as an opportunity to help and assist our pupils toward being a better society in terms of global dimension and social justice. Works Cited 1) M. N. N. Lee; School Effectiveness and School Improvement; 10; 86 (1999). 2) S. 7) D. Wyse, H. Torrance; Educational Research; 51; 213 (2009). R. Raman, T.Y.Sua; Paedagogica Historica; 46; 117 (2010). 3) “English Education System”; Royal Geographical
arise from these discussions for the newly qualified teacher. With the introduction of the structured National Numeracy Strategy in 1999 mathematics began to improve. Research by the House of Commons (2008-9:1) getting better results states that in 2008, 79% of primary aged pupils in key stage 2 (11 year olds) met the Governments expected standards reporting that these results were the best ever recorded. Thus, supporting the notion that the introduction of the strategy had had a positive effect on
simple terms, it's also known as a thematic approach. From this point, I'd be exploring the reasons why a thematic approach should be adopted in the classroom and this approach could deliver the four core subjects in the National Curriculum in Key Stage 1. On top of that I'd be exploring the issues raised of adopting a cross-curricular approach and the implications of using a theme-based unit of integrating various subjects within a theme. By teaching thematically, it would enable me to integrate
investigation into the developmental stages of physical education. Whilst this assignment will provide an overview of the subject in primary schools at present, it will also go on to investigate into the issue of teaching on a practical basis and also look at how physical education can develop a child. Using the information gathered from primary and secondary research, which was conducted whilst attending a primary school as a six week work placement, the latter stages will provide some critique and
My earliest memory of wanting to become a primary school teacher was in my final year of primary school when I volunteered to help look after the nursery/reception children during my dinner times. I have always enjoyed being around children and believe that I am an enthusiastic and caring person. I also feel that I am patient and have the ability to explain things well, which is why I feel that being a primary school teacher is the perfect career for me. I think that what I love most about children
The national curriculum's outlines for reading as part of English at Key Stage 3 include: * Reading for meaning * Understanding the author's craft * English literary heritage * Texts from different cultures and traditions * Printed and ICT-based information texts * Media and moving image texts But getting children interested in reading at a young age is seen as key to raising
core subject from key stages 1-4 (ages 5-16) and how it could be integrated to other academic subjects. Looking through research, the term Physical Education could be defined as “a component of education that an individual has the opportunity to learn and develop their understanding of academic applications of a healthy lifestyle” (Ahmed, A, 2005:5). From this quotation that Ahmed has mentioned, it provides information that teaching Physical education to the student within key stage 1 -4 would develop
Data Handling Project This Data Handling Project is looking at a database based in Excel where there is data from Key Stage 3 and 4 from High School. This data consists of several columns containing both Quantative and Qualitative Information. Examples of this data are: · Year Group · Name; Surname, Forename 1 and Forename 2 · Age in Months and Years · Month of Birthday · Gender · Hair Colour · Eye Colour · Left/Right Handed
Relationship Between IQ results, Key stage 2 results and Gender in Secondary School Students Introduction We are going to investigate the relationships between IQ results, Key stage 2 results and gender in secondary school students. The school that we are using to gather information for our sample from, Mayfield, is a fictitious high school. However, the data that is presented is still based on a real school and real students. Hypothesis ========== I predict that this investigation
am going to focus on the IQ, Key Stage 2 results, favourite colour, favourite subject and height of students in Mayfield High School. Specify, I will concentrate on the Year 7,8 and 9 boys and girls because these year groups have closer relationship with the Key Stage 2 results. In the following coursework I am going to investigate: 1) Do left-handed people have a higher IQ than the right-handed? 2) There is a correlation between the IQ and the Key Stage 2 results for the left-handed
Investigating IQ Level and Key Stage Two Results I am going to look at two variables for my data handling investigation; IQ level and Key Stage two results. I am going to investigate whether a studentÂ’s level of IQ affects their attainment grades in their Key stage two tests. For my investigation I will be using data from Solent high school regarding 11-14 year old pupils. IQ is the ratio between a personÂ’s mental age (mental attainment based on the average age of a child at that level)
following categories: * Name * Age * Year Group * IQ * Weight * Height * Hair colour * Eye colour * Shoe size * Distance from home to school * Usual method if travel to school * Number of Brothers or sisters * Key stage 2 & 3 results in English, Mathematics and Science From the abovementioned, I need to pick several types of data to base
implementation of the Numeracy Strategy, a maths lesson should occur on a daily basis in every class from reception to year six. According to the Framework of the Strategy, each lesson should last for about forty minutes in Key Stage 1 and fifty to sixty minutes in Key Stage 2. The lesson should consist of as much time as possible in direct teaching and questioning of the whole class. The focus for teaching should be high-quality direct teaching, rather than drill and practice lecturing, asking children
policies. The National Curriculum is split up into stages, these stages are determined by age groups, key stage 1 ranges from ages 5-7 which is the year group 1 and 2, then there is key stage 2 which ranges in ages 7-11 this is year groups 3-6. Key stages 3 and 4 are secondary stages, so at key stage 3 the pupils are 11-14. At the final stage of the pupils development through the National Curriculum, key stage 5 they are 14-16, at this stage they get more choice in which areas of the curriculum
effectiveness and adaptability, and to minimize the obsolescence of my skills and my chances of redundancy. It does not necessarily imply upward movement; rather, it is about enabling individuals to improve and use my full potential at each career stage. (Definition of personal development planning from class material) The personal development plan for me is a chance to know my self better, I can realize what I want to achieve or where I want to go in the plan, in the short- or long-term, and
underachievement in literacy and girls' underachievement in mathematics. The aim of such research is to recognise key reasons why such trends are occurring and perhaps more importantly, to address these within the classroom. Since the introduction of the National Curriculum, national testing and assessment has provided a comprehensive account of attainment at all key stages, especially in the key areas of numeracy, literacy and science. However, such results should not be used exclusively when discussing
In my current post, I am responsible for delivering high impact and quality Art lessons across the full secondary age range and Technology lessons to our Year 7 students. I am also a dedicated form teacher to a vertical tutor group and I play an active part in supporting my house team in a range of initiatives and activities. I currently hold a TLR as a Personal Wellbeing and Healthy Schools Co-Ordinator with the responsibility for supporting and managing three teams of staff to plan and deliver
possible through the efforts of the script supervisor and stage manager, respectively. This essay will discuss the key skills of communication and organisation in relation to these film and theatre professions and how these skills allow audiences to effectively experience and engage with the content. The script supervisor of Ms Congeniality required excellent communication skills to convey meaning in both written and verbal forms, while the stage manager of Hello, Dolly! needed organisation for management
needed to take them forward in life in the 21st century. In order to achieve this, CfE states four key capacities that all young people should become; successful learners, confident individuals, responsible citizens and effective contributors. What was being taught, how it was being taught and how things were assessed all changed through CfE. The new structure of the curriculum would focus on eight key areas; expressive arts, health and wellbeing, languages, mathematics, religious and moral education