Norman Emerson Moving Into A New Curriculum
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Moving into the new curriculum Following a brief overview of the online support available for reflection and engagement, this workshop will consider specific aspects of the experiences and outcomes and principles and practice sections. It will then give delegates the opportunity to discuss how they might lead and support staff in engaging with the new curriculum
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Moving into a New Curriculum
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This session will look at the Numeracy and Mathematics outcomes for early, first and second level. It will provide the background to the commissioning statement, subsequent writing process and the quality assurance procedures.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/numeracyandmathsoutcomesinthecurriculumforexcellence.asp
Wallacestone PS - Reading Comprehension in Primary 5, 6 and 7
The document discusses the importance of teaching reading strategies beyond just fluency. It suggests students need skills like critical thinking, evaluating sources, and higher-order thinking. It promotes teaching metacognitive strategies like using prior knowledge, making inferences, identifying main ideas, and summarizing. Specific strategies mentioned include modeling the use of strategies, applying them to different types of texts, linking reading to writing, and practicing independently. The goal is for students to engage deeply with information and become independent learners.
Ollie bray tcm4-283679
This document discusses citizenship education and outlines various initiatives and programs at a school to promote citizenship. It describes the school's efforts to integrate citizenship across subjects and through cross-curricular projects, community service opportunities, an active student council, and programs focused on environmental sustainability and global issues. The school aims to empower students and recognize their contributions through continual development of citizenship education over the short and long-term.
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Microteaching is a technique used to train teachers that involves teaching a short lesson, typically 5-15 minutes, to a small group of students. The goals are to practice specific teaching skills in a low-risk environment and receive feedback to improve. The key steps are to 1) plan a short lesson focusing on one skill, 2) present the lesson to peers acting as students, and 3) receive feedback on strengths and areas for improvement. Regular practice with feedback through the microteaching cycle helps teachers develop their skills before taking on real classroom teaching.
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Learning Style & Making a Session Plan
Learner able to-
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3. The document provides guidance on preparing and managing successful training courses, including planning, selecting participants, training facilities, teaching materials, and trainers.
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The document outlines the Curriculum for Excellence personal support entitlement which includes reviewing learning progress, gaining access to activities that meet individual needs, planning for achievement opportunities, and preparing for and supporting changes and choices. It also mentions pre-school centers and schools working with partners to provide this entitlement. The questions ask about links to one's work, current strengths and challenges of personal support provision, and how Learning and Teaching Scotland can contribute to awareness of roles in providing universal and targeted support.
Borders Progression Workshop
The document discusses ensuring progression within curriculum frameworks by exploring how progression is embedded, sharing suggestions on getting started, and considering implications for planning and recognizing progress. It defines progression as increasing breadth and depth of learning at each level and providing greater challenge as students move to the next level. The document asks how to see progression within the framework and discusses progression within, across, and between experiences and outcomes, as well as other forms of progression like action, knowledge, skills, context, and capacities. It also asks about evaluating progress from practitioner and learner perspectives and planning for progression.
Gill Robinson Key Note - CfE New Experiences and Outcomes
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Ensuring Progression: getting started
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Presentation from the 'Turning the new experiences and outcomes into action conference'.
Aberdeen, April 2009.Did Ye Ken
The document discusses a variety of statistics related to population trends, technology usage, renewable energy potential, and education. Some key points include: the population of Muslims is greater than the EU population; broadband internet penetration is highest in remote areas of Scotland; Scotland's renewable energy potential is over 50GW while current usage is 10.5GW; and half of what students learn in their first year of a technical degree will be outdated by their third year.
Joined-up working for education in travelling communities
The seminar will demonstrate good practice in collaborative working between education, housing, health and social work colleagues, and include examples of experiential learning specific to Traveller communities and lifestyles to highlight the relevance of Curriculum for Excellence to their learning and teaching in the 21st century.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/onthemovewithscotlandstravellingcommunities.asp
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The Teacher Researcher Programme operated by the General Teaching Council for Scotland has offered practitioners the opportunity to carry out action research into issues identified by the teachers themselves. This seminar [these seminars] will enable two of the researchers to share the outcomes of their research into aspects of learning and teaching in primary schools.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/teacherresearcherprogrammesharingtheoutcomes.asp
E-Assessment through the SOLAR Project
This session will provide a hands-on experience of the e-assessments created by teachers and lecturers through the SOLAR project. In addition to allowing the opportunity to try out some of the assessments, delegates will also be offered a demonstration of the process being used by SQA to create them.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/amodelfordevelopingeassessmentthesolarproject.asp
Problem Solving In The Collaborative Classroom
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The Youth Music Initiative (YMI) has led to an explosion of music making opportunities across Scotland in the 4 years since its inception. The boldness of the Scottish Executive's intervention through the YMI provided an opportunity to short-circuit the usual journey from making the case to making a difference. It laid the foundations for revolutionising youth music in Scotland.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/musicforlifeforexcellenceandforall.asp
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