Here are the key requirements of Geography from the National Curriculum at Key Stage 1:
- Name and locate the world's continents and oceans
- Name, locate and identify the UK and its capital cities
- Understand geographical similarities and differences through studying places in the UK and a non-European country
- Identify seasonal weather patterns in the UK and hot/cold areas of the world in relation to the Equator and North/South Poles
- Use basic geographical vocabulary related to physical and human features
- Use maps, atlases and globes to identify places studied
- Use compass directions and locational language to describe locations and routes on maps
- Use aerial photos and plans to recognise landmarks and physical/
This document summarizes the school improvement plan for Stronsay School for the 2018/19 school year. There are three key priorities: 1) Raising attainment in literacy and numeracy; 2) Improving physical and mental wellbeing; and 3) Continuing development of teaching, learning, and student progress assessment. Various initiatives are outlined under each priority involving staff training, curriculum development, tracking systems, and diagnostic tools to meet these goals. The plan also involves reviewing initiatives from the Orkney Islands Council to ensure positive impact on teaching and learning.
The document provides a summary of an assessment conducted at GOCERLER PRIMARY SCHOOL in Antalya, Turkey as part of a school improvement plan developed in collaboration with METU SCC. The assessment examined student learning needs and strengths, as well as the school's organizational capacity. It identified weaknesses in reading, writing, and math skills based on grade data and input from stakeholders. It also found the assessment and instructional practices did not fully align with constructivist learning, and the school culture did not strongly support professional development. The plan aimed to address low student achievement and build the school's capacity for sustained improvement over four years.
The document provides details about community learning courses offered at Stronsay Junior High School for the 2016-2017 year. Courses being offered include Art and Design, Biology, English, Geography, and Textiles, with options for obtaining qualifications or just learning something new. There will be no cost for participants, though commitment is requested since teachers' time and materials will be required. Further course information and a registration form are included.
The document summarizes the findings and recommendations from a technical assistance visit (TAV) to Kenton Middle School. The TAV team identified goals in areas like increasing academic rigor, strengthening the curriculum, engaging students in challenging work, developing guidance systems, and supporting teacher collaboration. For each goal, the team outlined actions taken by the school, next steps, challenges, and recommendations. The overall challenge is for the school to close achievement, opportunity, and expectations gaps to meet state and federal targets.
Literacy worked example 15th dec 2012 0Martin Brown
The document summarizes the findings of a school self-evaluation of literacy in a girls secondary school. It was found that students' reading levels were slightly above average but writing skills needed improvement. A student survey found that half read regularly for enjoyment but few edited their work. While most teachers used comprehension strategies, only some focused on developing literacy across subjects. Areas prioritized for improvement included increasing writing standards, developing literacy-based teaching strategies in all subjects, and boosting the number taking higher-level exams.
1. The document summarizes a technical assistance visit to Kenton Middle School to evaluate its implementation of key middle grades practices and goals.
2. The visit team provided feedback on actions taken, next steps, challenges, and recommendations for each goal area including increasing academic rigor, strengthening the curriculum, student engagement, guidance and advisement systems, and teacher collaboration.
3. The school was recognized for positive practices like study skills classes, accelerated math programs, and guidance supports. Recommendations focused on increasing rigor, developing school-wide literacy plans, and implementing an advisory program.
This document summarizes the school improvement plan for Stronsay School for the 2018/19 school year. There are three key priorities: 1) Raising attainment in literacy and numeracy; 2) Improving physical and mental wellbeing; and 3) Continuing development of teaching, learning, and student progress assessment. Various initiatives are outlined under each priority involving staff training, curriculum development, tracking systems, and diagnostic tools to meet these goals. The plan also involves reviewing initiatives from the Orkney Islands Council to ensure positive impact on teaching and learning.
The document provides a summary of an assessment conducted at GOCERLER PRIMARY SCHOOL in Antalya, Turkey as part of a school improvement plan developed in collaboration with METU SCC. The assessment examined student learning needs and strengths, as well as the school's organizational capacity. It identified weaknesses in reading, writing, and math skills based on grade data and input from stakeholders. It also found the assessment and instructional practices did not fully align with constructivist learning, and the school culture did not strongly support professional development. The plan aimed to address low student achievement and build the school's capacity for sustained improvement over four years.
The document provides details about community learning courses offered at Stronsay Junior High School for the 2016-2017 year. Courses being offered include Art and Design, Biology, English, Geography, and Textiles, with options for obtaining qualifications or just learning something new. There will be no cost for participants, though commitment is requested since teachers' time and materials will be required. Further course information and a registration form are included.
The document summarizes the findings and recommendations from a technical assistance visit (TAV) to Kenton Middle School. The TAV team identified goals in areas like increasing academic rigor, strengthening the curriculum, engaging students in challenging work, developing guidance systems, and supporting teacher collaboration. For each goal, the team outlined actions taken by the school, next steps, challenges, and recommendations. The overall challenge is for the school to close achievement, opportunity, and expectations gaps to meet state and federal targets.
Literacy worked example 15th dec 2012 0Martin Brown
The document summarizes the findings of a school self-evaluation of literacy in a girls secondary school. It was found that students' reading levels were slightly above average but writing skills needed improvement. A student survey found that half read regularly for enjoyment but few edited their work. While most teachers used comprehension strategies, only some focused on developing literacy across subjects. Areas prioritized for improvement included increasing writing standards, developing literacy-based teaching strategies in all subjects, and boosting the number taking higher-level exams.
1. The document summarizes a technical assistance visit to Kenton Middle School to evaluate its implementation of key middle grades practices and goals.
2. The visit team provided feedback on actions taken, next steps, challenges, and recommendations for each goal area including increasing academic rigor, strengthening the curriculum, student engagement, guidance and advisement systems, and teacher collaboration.
3. The school was recognized for positive practices like study skills classes, accelerated math programs, and guidance supports. Recommendations focused on increasing rigor, developing school-wide literacy plans, and implementing an advisory program.
This document summarizes a technical assistance visit to Kenton Middle School to evaluate their progress towards several goals. The visit team provided an assessment of current promising practices, next steps, challenges, and recommendations. Key practices included study skills classes, homework policies, and accelerated math courses. Next steps included aligning homework and assessments. Challenges included fully preparing students for algebra and engaging parents. Recommendations focused on increasing rigor, differentiation, and critical thinking across all classes.
This document outlines a school's literacy plan to improve student outcomes across several spheres. The plan identifies school improvement goals in areas like education, leadership, learning and teaching, student wellbeing, and community engagement. Intended outcomes are to deepen student engagement and understanding in subjects like religion and improve literacy, numeracy, and connections between home and school. Key improvement strategies include introducing tools to measure student performance, monitoring work programs, and implementing a multimodal teaching approach. Specific actions proposed are writing a literacy plan, establishing peer observations, and ensuring professional learning time is devoted to literacy teaching and the development of a shared vision.
Outcome based curriculum-second_edition-practitioners_implementation_handbook...RareBooksnRecords
The document provides an overview of outcome-based education and its key components for ensuring student success. It discusses the premises that all students can learn, success breeds more success, and schools control conditions of success. The five key components of implementation are: 1) an aligned curriculum with objectives, assessments and materials, 2) school organization to appropriately group students, 3) instruction focused on teaching objectives, 4) an information management system to track student progress, and 5) instructional support for students needing additional assistance. The document outlines how these components work together in an outcome-based education model.
This project aims to promote innovations in teaching English, science, and math. Some key innovations include connecting classrooms globally, using multimedia to enhance language skills, assessing students online to improve reasoning abilities, and using everyday objects to make math concepts more concrete. The goals are to develop students' skills and habits of diligence while making learning an engaging process. Evaluations show the innovations have helped improve student performance and develop creativity and critical thinking. The project serves as a model that can be replicated by customizing activities based on available resources.
The Stronsay Junior High School Improvement Plan for 2017-2018 outlines four key priorities:
1. Raising attainment in math through targeted interventions, assessment tracking, and professional development for teachers.
2. Raising attainment in literacy through holistic assessment approaches, developing early literacy skills, and increasing engagement.
3. Enhancing knowledge of student progress and developing partnerships between home and school to inform next steps.
4. Improving physical and mental wellbeing through implementing a new personal development program and enhancing staff training on wellbeing indicators.
Joining a Curriculum Delivery PartnershipSteve Keeble
This document discusses implementing the new secondary curriculum and joining an established locality partnership. It addresses challenges small rural schools may face, including changing school culture to accept vocational learning for all pupils. Issues discussed include transporting students to off-site facilities, recruiting rural staff, and merging secondary and further education provider cultures. The document emphasizes developing a shared vision, investing in teacher professional development, and creating flexible timetables to support vocational learning. Student outcomes from vocational programs, like improved engagement and completion rates, are also highlighted.
Teaching methods refer to the general principles and strategies used for classroom instruction. The method adopted by a teacher transmits content to students. In the classroom, methods are series of related acts by teachers and students to achieve lesson aims. The choice of method depends on the information taught and student aptitude. Methods generally fall into teacher-centered or student-centered approaches. Effective methods provide varied experiences, promote interest, train through self-study, focus on topics, stimulate further study, and are based on student cooperation and teacher knowledge. The method choice considers objectives, students, content, environment, teacher experience, and time available, with the goal of making teaching more effective and interesting through instructional variety.
The documents discuss special education and the individualized education program (IEP) process. They provide information on developing IEPs, including describing the present level of performance, setting annual goals and short-term objectives, and identifying the special education, related services, and accommodations/modifications needed. The IEP is a plan developed each year by a student's team to ensure they receive appropriate supports and make progress in school.
Introduction
Objectives
The Teaching Tools
Selecting the Audio-Visual Material
Planning to Use the Material
Preparing for the Audio-Visual Activities
Kinds of Audio-Visual Materials
Activities
Exercise
Self Assessment Questions
Suggested Readings
References
Web References-
This document presents a study on the effectiveness of audio visual aids in teaching social science. It includes an introduction describing audio visual aids and their benefits. The objectives are to find the effectiveness of audio visual aids in social science. The methodology section describes the survey method used, with a questionnaire tool distributed to 20 9th standard students. Analysis found that 85-100% of students responded positively about how audio visual aids make learning more interesting and help understand concepts. The conclusion is that audio visual aids are very useful teaching tools that help present material attractively to engage students and enhance learning.
The document outlines a school improvement plan (SIP) for BSHS-SA from 2021-2025. It identifies three themes: access, quality, and governance. The governance section details nine priority improvement areas related to facilities, resources, and partnerships. Each area lists general objectives, root causes, and plans to request additional funding and facilities to improve ratios of teachers to students, classrooms to students, toilets to students, and seats to students. It also aims to increase research production, establish disaster risk reduction capabilities, and improve parent and community involvement through meetings and agency partnerships. The overall goal is to enhance the school's resources, infrastructure, and learning environment.
Preparing a lesson plan is one of the most challenging issues that novice teachers and students at their college levels face when they are asked to write a lesson plan (Bin-Hady, 2018). As a response to many of the students and teachers, the researchers try to set some solutions and guidance which can be even at limited level help such novice teachers and activate or sharpen skillful teachers. This paper provides novice teachers and students with theoretical and practical information about lesson-planning. It briefly defines lesson plan, explains its importance and sets the essential elements for a lesson plan. The second part of the paper focuses on the practical solution for writing lesson-plans. The researchers prepared different plans which focus on the four language skills and language areas. Such skill and areas are important to be concentrated on for enhancing learners in their language ability or using language communicatively. The researchers used Crescent English Course for Yemen (CECFY) as the content of this study because CECFY is the coursebook used to teach English at the Yemeni context. Key
This issue of The Primary PARTnership from Al Yasmina School provides updates on various initiatives in the primary school. It introduces the new Curriculum Team Leaders who are working to improve the curriculum, assessments, and teaching approaches across subject areas like math, literacy, ICT, and science. Some highlights mentioned include the successful Book Week and Spelling Bee competitions, the upcoming implementation of new ICT tablets and curriculum, and plans to further enhance Science Week and make home science challenges a regular event. The issue aims to celebrate progress and inform parents about developments at the school.
Planning is the process of thinking about activities to achieve goals and involves instructional and time planning. Effective planning considers subject matter, learners, context, and the teacher's role. It develops systematic time plans focusing on tasks and timeframes like pre, during, and post instruction. Useful teacher-centered planning tools include behavioral objectives, task analysis, and instructional taxonomies like Bloom's taxonomy. Direct instruction is a structured teacher-centered approach with teacher direction, high expectations, maximizing academic time, and minimizing negative impacts. Learner-centered approaches involve the teacher as a facilitator with methods like cooperative learning, discovery learning, role-playing, scaffolding, and problem/inquiry-based learning.
The document contains descriptions of various online courses and training programs related to education that focus on topics like leadership and policy, differentiation, student success, teaching and learning, hybrid learning, computer science, innovation in libraries, and using data to enhance learning. The courses range from 1 to 2 hours in duration and provide overviews of frameworks, tools, and strategies to help educators plan instruction and create engaging learning experiences for students.
This document provides guidance on instructional planning and design. It discusses:
1. The importance of preparing course plans and unit plans to properly allocate time for teaching topics and ensure a logical sequence.
2. Factors to consider when designing lessons such as objectives, student abilities, and available time and resources.
3. Common components of effective lessons including an introduction, development, consolidation, and evaluation phases with specific teacher and student activities.
4. Tips for effective classroom lectures including engaging students, presenting content logically, using various instructional methods, and providing summaries.
5. Guidelines for establishing a positive classroom climate and effective questioning techniques.
The document summarizes the work and progress of Stronsay Junior High School over the 2013/2014 school year. It discusses developments in implementing the new Curriculum for Excellence, tracking student progress, developing self-evaluation skills, providing leadership opportunities, improving transitions between grades, and supporting students with additional learning needs like dyslexia. The school aims to continue refining courses, tracking systems, developing student-led learning, and supporting transitions to further improve student outcomes.
The School Improvement Plan (SIP) of Malabon Elementary School (MES) for School Years 2019-2022 aims to address three Priority Improvement Areas (PIAs), namely: 1) High Dropout Rate, 2) Low Literacy Rate in English and Filipino, and 3) Poor Physical Facilities. The SIP outlines general objectives and solutions to reduce the dropout rate to 0% by 2022, decrease the number of struggling readers based on assessment results, and repair windows and improve toilet facilities by certain target years. Progress will be monitored using a Project Monitoring Form to track accomplishments, issues, and recommended actions for initiatives launched under the Annual Implementation Plan.
The document summarizes a 3-day school-based seminar on developing strategic intervention modules to be held at Tinago National High School in Leyte, Philippines. The seminar aims to (1) train teachers to develop materials addressing students' least learned skills; (2) improve teacher competency, efficiency and student performance; and (3) assist at-risk students through individualized learning plans. All Tinago teachers must participate in sessions on strategic module characteristics, development, and uses. Presentations, workshops and feedback will be used to help teachers create intervention modules to help struggling students.
Training workshop for teachers on participatory teaching methodsAyoub Kafyulilo
The document summarizes a workshop on participatory teaching methods. It discusses moving from a traditional teacher-centered approach to a learner-centered one aimed at developing students' skills. It outlines objectives like identifying good teaching characteristics and student-centered methods. Activities explore defining teaching/good teachers and participatory methods like questioning, discussions, and role-playing that encourage student construction of knowledge.
This document provides an overview of a presentation on outcome-based education (OBE) by Group 6. It defines OBE as an educational approach that focuses on defining learning goals and designing curriculum, instruction, and assessments to help students achieve those outcomes. The presentation will cover what OBE is, its principles, how it relates to teacher education curriculum, teaching and learning in OBE, and assessing learning outcomes. Various presentation strategies like concept webs and flowcharts will be used. The goal is for attendees to understand OBE and how it can be applied to teacher education in the Philippines.
This document summarizes a technical assistance visit to Kenton Middle School to evaluate their progress towards several goals. The visit team provided an assessment of current promising practices, next steps, challenges, and recommendations. Key practices included study skills classes, homework policies, and accelerated math courses. Next steps included aligning homework and assessments. Challenges included fully preparing students for algebra and engaging parents. Recommendations focused on increasing rigor, differentiation, and critical thinking across all classes.
This document outlines a school's literacy plan to improve student outcomes across several spheres. The plan identifies school improvement goals in areas like education, leadership, learning and teaching, student wellbeing, and community engagement. Intended outcomes are to deepen student engagement and understanding in subjects like religion and improve literacy, numeracy, and connections between home and school. Key improvement strategies include introducing tools to measure student performance, monitoring work programs, and implementing a multimodal teaching approach. Specific actions proposed are writing a literacy plan, establishing peer observations, and ensuring professional learning time is devoted to literacy teaching and the development of a shared vision.
Outcome based curriculum-second_edition-practitioners_implementation_handbook...RareBooksnRecords
The document provides an overview of outcome-based education and its key components for ensuring student success. It discusses the premises that all students can learn, success breeds more success, and schools control conditions of success. The five key components of implementation are: 1) an aligned curriculum with objectives, assessments and materials, 2) school organization to appropriately group students, 3) instruction focused on teaching objectives, 4) an information management system to track student progress, and 5) instructional support for students needing additional assistance. The document outlines how these components work together in an outcome-based education model.
This project aims to promote innovations in teaching English, science, and math. Some key innovations include connecting classrooms globally, using multimedia to enhance language skills, assessing students online to improve reasoning abilities, and using everyday objects to make math concepts more concrete. The goals are to develop students' skills and habits of diligence while making learning an engaging process. Evaluations show the innovations have helped improve student performance and develop creativity and critical thinking. The project serves as a model that can be replicated by customizing activities based on available resources.
The Stronsay Junior High School Improvement Plan for 2017-2018 outlines four key priorities:
1. Raising attainment in math through targeted interventions, assessment tracking, and professional development for teachers.
2. Raising attainment in literacy through holistic assessment approaches, developing early literacy skills, and increasing engagement.
3. Enhancing knowledge of student progress and developing partnerships between home and school to inform next steps.
4. Improving physical and mental wellbeing through implementing a new personal development program and enhancing staff training on wellbeing indicators.
Joining a Curriculum Delivery PartnershipSteve Keeble
This document discusses implementing the new secondary curriculum and joining an established locality partnership. It addresses challenges small rural schools may face, including changing school culture to accept vocational learning for all pupils. Issues discussed include transporting students to off-site facilities, recruiting rural staff, and merging secondary and further education provider cultures. The document emphasizes developing a shared vision, investing in teacher professional development, and creating flexible timetables to support vocational learning. Student outcomes from vocational programs, like improved engagement and completion rates, are also highlighted.
Teaching methods refer to the general principles and strategies used for classroom instruction. The method adopted by a teacher transmits content to students. In the classroom, methods are series of related acts by teachers and students to achieve lesson aims. The choice of method depends on the information taught and student aptitude. Methods generally fall into teacher-centered or student-centered approaches. Effective methods provide varied experiences, promote interest, train through self-study, focus on topics, stimulate further study, and are based on student cooperation and teacher knowledge. The method choice considers objectives, students, content, environment, teacher experience, and time available, with the goal of making teaching more effective and interesting through instructional variety.
The documents discuss special education and the individualized education program (IEP) process. They provide information on developing IEPs, including describing the present level of performance, setting annual goals and short-term objectives, and identifying the special education, related services, and accommodations/modifications needed. The IEP is a plan developed each year by a student's team to ensure they receive appropriate supports and make progress in school.
Introduction
Objectives
The Teaching Tools
Selecting the Audio-Visual Material
Planning to Use the Material
Preparing for the Audio-Visual Activities
Kinds of Audio-Visual Materials
Activities
Exercise
Self Assessment Questions
Suggested Readings
References
Web References-
This document presents a study on the effectiveness of audio visual aids in teaching social science. It includes an introduction describing audio visual aids and their benefits. The objectives are to find the effectiveness of audio visual aids in social science. The methodology section describes the survey method used, with a questionnaire tool distributed to 20 9th standard students. Analysis found that 85-100% of students responded positively about how audio visual aids make learning more interesting and help understand concepts. The conclusion is that audio visual aids are very useful teaching tools that help present material attractively to engage students and enhance learning.
The document outlines a school improvement plan (SIP) for BSHS-SA from 2021-2025. It identifies three themes: access, quality, and governance. The governance section details nine priority improvement areas related to facilities, resources, and partnerships. Each area lists general objectives, root causes, and plans to request additional funding and facilities to improve ratios of teachers to students, classrooms to students, toilets to students, and seats to students. It also aims to increase research production, establish disaster risk reduction capabilities, and improve parent and community involvement through meetings and agency partnerships. The overall goal is to enhance the school's resources, infrastructure, and learning environment.
Preparing a lesson plan is one of the most challenging issues that novice teachers and students at their college levels face when they are asked to write a lesson plan (Bin-Hady, 2018). As a response to many of the students and teachers, the researchers try to set some solutions and guidance which can be even at limited level help such novice teachers and activate or sharpen skillful teachers. This paper provides novice teachers and students with theoretical and practical information about lesson-planning. It briefly defines lesson plan, explains its importance and sets the essential elements for a lesson plan. The second part of the paper focuses on the practical solution for writing lesson-plans. The researchers prepared different plans which focus on the four language skills and language areas. Such skill and areas are important to be concentrated on for enhancing learners in their language ability or using language communicatively. The researchers used Crescent English Course for Yemen (CECFY) as the content of this study because CECFY is the coursebook used to teach English at the Yemeni context. Key
This issue of The Primary PARTnership from Al Yasmina School provides updates on various initiatives in the primary school. It introduces the new Curriculum Team Leaders who are working to improve the curriculum, assessments, and teaching approaches across subject areas like math, literacy, ICT, and science. Some highlights mentioned include the successful Book Week and Spelling Bee competitions, the upcoming implementation of new ICT tablets and curriculum, and plans to further enhance Science Week and make home science challenges a regular event. The issue aims to celebrate progress and inform parents about developments at the school.
Planning is the process of thinking about activities to achieve goals and involves instructional and time planning. Effective planning considers subject matter, learners, context, and the teacher's role. It develops systematic time plans focusing on tasks and timeframes like pre, during, and post instruction. Useful teacher-centered planning tools include behavioral objectives, task analysis, and instructional taxonomies like Bloom's taxonomy. Direct instruction is a structured teacher-centered approach with teacher direction, high expectations, maximizing academic time, and minimizing negative impacts. Learner-centered approaches involve the teacher as a facilitator with methods like cooperative learning, discovery learning, role-playing, scaffolding, and problem/inquiry-based learning.
The document contains descriptions of various online courses and training programs related to education that focus on topics like leadership and policy, differentiation, student success, teaching and learning, hybrid learning, computer science, innovation in libraries, and using data to enhance learning. The courses range from 1 to 2 hours in duration and provide overviews of frameworks, tools, and strategies to help educators plan instruction and create engaging learning experiences for students.
This document provides guidance on instructional planning and design. It discusses:
1. The importance of preparing course plans and unit plans to properly allocate time for teaching topics and ensure a logical sequence.
2. Factors to consider when designing lessons such as objectives, student abilities, and available time and resources.
3. Common components of effective lessons including an introduction, development, consolidation, and evaluation phases with specific teacher and student activities.
4. Tips for effective classroom lectures including engaging students, presenting content logically, using various instructional methods, and providing summaries.
5. Guidelines for establishing a positive classroom climate and effective questioning techniques.
The document summarizes the work and progress of Stronsay Junior High School over the 2013/2014 school year. It discusses developments in implementing the new Curriculum for Excellence, tracking student progress, developing self-evaluation skills, providing leadership opportunities, improving transitions between grades, and supporting students with additional learning needs like dyslexia. The school aims to continue refining courses, tracking systems, developing student-led learning, and supporting transitions to further improve student outcomes.
The School Improvement Plan (SIP) of Malabon Elementary School (MES) for School Years 2019-2022 aims to address three Priority Improvement Areas (PIAs), namely: 1) High Dropout Rate, 2) Low Literacy Rate in English and Filipino, and 3) Poor Physical Facilities. The SIP outlines general objectives and solutions to reduce the dropout rate to 0% by 2022, decrease the number of struggling readers based on assessment results, and repair windows and improve toilet facilities by certain target years. Progress will be monitored using a Project Monitoring Form to track accomplishments, issues, and recommended actions for initiatives launched under the Annual Implementation Plan.
The document summarizes a 3-day school-based seminar on developing strategic intervention modules to be held at Tinago National High School in Leyte, Philippines. The seminar aims to (1) train teachers to develop materials addressing students' least learned skills; (2) improve teacher competency, efficiency and student performance; and (3) assist at-risk students through individualized learning plans. All Tinago teachers must participate in sessions on strategic module characteristics, development, and uses. Presentations, workshops and feedback will be used to help teachers create intervention modules to help struggling students.
Training workshop for teachers on participatory teaching methodsAyoub Kafyulilo
The document summarizes a workshop on participatory teaching methods. It discusses moving from a traditional teacher-centered approach to a learner-centered one aimed at developing students' skills. It outlines objectives like identifying good teaching characteristics and student-centered methods. Activities explore defining teaching/good teachers and participatory methods like questioning, discussions, and role-playing that encourage student construction of knowledge.
This document provides an overview of a presentation on outcome-based education (OBE) by Group 6. It defines OBE as an educational approach that focuses on defining learning goals and designing curriculum, instruction, and assessments to help students achieve those outcomes. The presentation will cover what OBE is, its principles, how it relates to teacher education curriculum, teaching and learning in OBE, and assessing learning outcomes. Various presentation strategies like concept webs and flowcharts will be used. The goal is for attendees to understand OBE and how it can be applied to teacher education in the Philippines.
Inclusion is a commitment to educate students with special education needs in the same schools and classrooms as their peers without disabilities by bringing necessary support services to them, rather than separating them, and providing special education in the least restrictive environment possible. It involves assessing students' needs, making classroom environments and lessons more accessible and meaningful through individualized plans and adaptations, and using strategies like cooperative learning and peer tutoring to support individual student requirements.
This document summarizes discussions from several staff meetings at Lady Lumley's School. It outlines updates on the house system, teaching and learning, literacy, and knowing students. Key points include:
- The introduction of a new house system to build community and competition with core values of respect, determination, courage, equality, and cooperation.
- A focus on cooperative learning, reflection time, and ensuring teaching is balanced across different skills.
- Emphasis on literacy including subject-specific vocabulary, command words, and metacognitive language.
- A session to collect information about students' barriers to learning from all staff to inform classroom strategies and seating plans.
This document from the Department of Education outlines guidelines for the implementation of "Catch-up Fridays" in elementary and secondary schools nationwide beginning in January 2024. Catch-up Fridays will dedicate time for reading activities, values education, health education, and peace education. Fridays will focus on the National Reading Program in the morning and values, health, and peace education in the afternoon. Teachers are provided suggested strategies and quarterly themes for implementing the various learning areas during Catch-up Fridays. The initiative aims to strengthen students' foundational, social, and other skills to support the basic education curriculum.
The document outlines the agenda for a team building meeting for educators. The agenda includes items like devotion, team building activities, sharing excellence, analyzing school factors, and addressing emotional intelligence. It also discusses preparing for greatness, building partnerships, and moving forward by enhancing communication and professional development. The document provides information on the Ministry of Education's strategic objectives and the National Education Inspectorate's role in assessing school standards and student performance. It shares keys to creating a successful school like having a shared vision, high expectations, and home-school partnerships. The presentation aims to motivate the team to work together to achieve their mission.
Curriculum and syllabusrrrrdrfgsgdfgggggggggggggggggggggggddddddddddddddddddd...abusunabakali
The document discusses issues with Uganda's existing secondary school curriculum and the need for reform. It outlines that the current curriculum focuses too much on examinations, is overloaded with content, and does not adequately address students' needs or the country's social and economic needs. It also fails to incorporate emerging fields of knowledge or key skills for the 21st century like problem-solving, teamwork, and lifelong learning. The new curriculum aims to shift the focus from memorization to developing competencies and aims to produce self-assured, responsible, lifelong learning citizens who can positively contribute to society. The rest of the document provides details on syllabus, scheme of work, lesson planning, and course assignments.
A Focus on the Six Steps to Inclusive Preschool CurriculumBrookes Publishing
Adapted from: Horn, E., Palmer, S., Lieber, J., Butera, G., Kang, J., Classen, A. & Friesen, A. (October, 2015). Children’s School Success: A framework for inclusive early education. Presented at the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) 31st Annual International Conference on Young Children with Special Needs and their Families. Atlanta, GA.
Six Steps to Inclusive Preschool Curriculum: http://products.brookespublishing.com/Six-Steps-to-Inclusive-Preschool-Curriculum-P895.aspx
The document provides information for parents of students entering Primary 3 (P3) at Frontier Primary School, including an overview of the expected development of P3 students, details on class allocation and new subjects like Science, as well as information on assessments and programs throughout the year.
This document discusses three approaches to curriculum design: learner-centered, subject-centered, and problem-centered. The learner-centered approach places the student's needs, interests, and abilities at the center. The subject-centered approach focuses on teaching academic subjects separately. The problem-centered approach uses real-life problems to engage students in problem-solving. While each approach has distinct characteristics, most schools combine elements of all three in their curriculum design.
This job description is for a Spanish Teacher position at the British International School of Boston. The key responsibilities of the role include effectively planning and delivering Spanish language instruction aligned with the school's curriculum, assessing student progress and supporting their learning. Additional duties involve participating in professional development, contributing to a positive school culture, communicating with parents, and providing pastoral care and support for students. The ideal candidate will be an inspiring educator committed to helping students achieve high standards and preparing them for future success.
The document discusses principles and models of curriculum development. It describes the need for curriculum development due to changing educational goals and societal needs. Two prominent models are explained - Tyler's 4-step model involving determining objectives, experiences, organization, and evaluation, and Taba's 7-step model starting with identifying needs and ending with evaluation. The document also outlines principles of curriculum development, types of curricula including subject-centered and student-centered, and the stages of the curriculum development process.
Developing Scotland's Young Workforce - A Primary and Early Years FocusAHDScotland
This document discusses developing skills for work through the primary curriculum. It outlines an event on developing skills for work with a primary and early years focus. The event seeks to explain the implications of the Developing Scotland's Young Workforce report for primary and nursery schools. It will help school leaders think about next steps in focusing on skills for work and employability through the curriculum. The document provides information on the vision and recommendations of the report and how they can be implemented through Curriculum for Excellence.
The document discusses differentiated instruction in the K-12 curriculum. It provides an overview of differentiated instruction, which recognizes students' varying needs and abilities. Teachers take on roles as designers, assessors, and facilitators of learning to ensure all students' growth. The K-12 curriculum aims to develop globally competitive graduates and considers students' readiness, interests, and learning profiles when differentiating content, process, products, and environment. Effective differentiated instruction involves understanding students and aligning tasks and objectives to their learning goals.
This document discusses the key components of effective teaching and curriculum design. It identifies six components of great teaching that have been shown to impact student outcomes: content knowledge, quality of instruction, classroom climate, classroom management, teacher beliefs, and professional behaviors. The document also discusses different ways of conceptualizing curriculum, including the official, hidden, and experienced curriculum. It emphasizes that curriculum should be designed based on the principles of furthering knowledge, meeting learner needs, and facilitating interactions between knowledge and learners. The document provides examples of reflective activities for teachers to examine how knowledge, concepts, skills, and attitudes are addressed within their curriculum and lessons.
This manual provides guidance for trainee teachers. It discusses key aspects of teaching like lesson planning, teaching techniques, student profiles, and addressing diverse learning styles. It emphasizes the importance of clear communication, student engagement, feedback, and respecting individual learners. The goal is to help new teachers develop effective practices and support their first steps in the profession.
The document discusses strategies for teaching and learning social studies. It outlines the social studies learning standards which consist of essential requirements and grade level expectations. It then discusses several strategies for developmental activities that can be used, including cooperative learning, using committees, reading from textbooks, using workbooks, slides, filmstrips, overhead projectors, excursions and puppets. It emphasizes using a variety of learning opportunities to help students achieve relevant objectives.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
11. Year 1
The examples that follow are exactly that, examples.
Consider your context without losing sight of National Curriculum
coverage when making adaptations to suit your school and pupils’
needs.
Geography and History
Learning Challenges
32. Geography and History
Learning Challenges
Year 2
The examples that follow are exactly that, examples.
Consider your context without losing sight of National Curriculum
coverage when making adaptations to suit your school and pupils’
needs.
54. Geography and History
Learning Challenges
Key Stage 1 Examples taking account of
local contexts
The examples that follow are exactly that, examples.
Consider your context without losing sight of National Curriculum coverage
when making adaptations to suit your school and pupils’ needs.
63. Geography and History
Learning Challenges
Year 3
The examples that follow are exactly that, examples.
Consider your context without losing sight of National Curriculum
coverage when making adaptations to suit your school and pupils’
needs.
65. KSU Breakdown – Year 3
Geography and History
Geographical and Historical
Knowledge, Skills and
Understanding requirements for the
National Curriculum