Pupils will be taught and given opportunities to consolidate skills through highly motivating cross-curricular activities. This will be achieved by incorporated it in the planning of each topic where possible. Key Stage 1 Pupils should be taught to become familiar with Information and Communication Technology (ICT) hardware and software. They learn to use ICT confidently and purposefully to achieve specific outcomes. They start to use ICT to develop their ideas and record their creative work.
In the developing field of Early Years, it is becoming more and more important for practitioners to have an awareness of the many topics that impact on the provision available to young children. Existing and new initiatives being discussed and reflected upon by the evaluation of article reports and how these topics may impact upon my own practice by using reflection. Module 4FD028. Learning Outcome 1 Key concepts and approaches in Early Years provision and the requirement for quality provision and practice for children. Considering the work of key pioneers and current experts with links to child development theory.
If lessons are catered to the children in your class it is more likely to captivate them and be more fun because it’s based on their interests and makes learning easier. This could be in a form of playing games, group discussions or independent work to stimulate lesson and make them more interesting. . Identify and obtain the information required to support learning activities.5 1.5 Information required to support learning activities includes: * Relevant school curriculum and age-related expectations of pupils * The teaching and learning resources required * Own role in supporting learning activities * And additional needs of the children involved. Before carrying out activities, you will need to have an awareness of the curriculum and stage at which pupils are at.
2. Facilitation of Learning Use knowledge of the student’s stage of learning to select appropriate learning opportunities to meet their individual needs. Facilitate selection of appropriate learning strategies to integrate learning from practice and academic experiences. Support students in critically reflecting upon their learning experiences in order to enhance future learning. 3.
• Help the pupils to develop skills in accessing information. • Listen to the pupils and take on board their points of view. • Get specialist advice and support. 7-Provide examplesof how you would encourage a pupil with behavioural,social and emotional difficulties to participate in the full range of activities and experiences in school,e.g.encouraging the pupil to participate effectively in learning activities;encouraging the pupil to behave in more acceptable ways by using appropriate rewards and sanctions;improving school attendance;helping the pupil to develop a positive self-image and self-esteem;providing opportunities for the pupil to express their feelings more appropriately such as discussion,storytime and play activities. 7-Providing support for pupils with behavioural ,social and emotional difficulties is
1. Explain the adaptive value of rough-and-tumble play and dominance hierarchies. 2. Cite examples of how language awareness fosters school-age children’s language progress 3. List some teaching practices that foster children’s achievement and some that undermine it.
Actively encourage and support learners in becoming independent. Will lead learning “guided” groups, modelling concepts and language that the adult leading the learning has used. Will alter an activity or change the apparatus if an activity does not meet the learners needs to enable them to achieve or exceed the expected outcome. Are acutely aware of learners capabilities/prior learning/understanding and plan very effectively to build on these. The areas that I have assessed as “good” and therefore need improving are: Enable learners to access resources appropriately – I feel that I need to make more time to be able to show the children how they can get the best from the resources that they have available to them.
In my school will strive to produce happy, healthy, confident and successful learners. On a day to day basis we promote our school code by looking after each other, listening, being polite, tell the truth and work and play to the best of our abilities. Our strap line is: Together on a voyage of discovery'. School Aims - these relate to
A) The ethos of a school should be recognisable upon arrival as it is part and parcel of the environment of the school and its daily practice of staff and pupils that attend. From what I am aware, all adults that work and are a part of Sherbrook Primary school have a very important responsibility in showing standards of behaviour in their dealings with both children who attend and amongst colleagues. Adults who have good associations and strong collaborations will encourage the children to have good behaviour. All adults within the school should aim to create a positive and optimistic environment that will hold reasonable expectations of all children who attend the school. They should encourage through example, be truthful and polite while encouraging children to have relationships based on the kindness and understanding of other children within the school B) Although often referred to as the same thing, the ethos and mission of a school are very different.
They include challenging classes, personal attention for all students, extra help for those who need it, bringing the real world to the classroom, family and community involvement, a safe learning environment, skilled teachers, strong leaders, necessary resources, and user-friendly information. These elements will determine the success of each individual student and create a learning environment made to fit their