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Table of contents

Such a focus on teacher performance may have a negative impact on teacher morale and attainment. A strategy to overcome this could be strong and decisive leadership. DCSF a emphasises the role of the Head of Department HOD in establishing good working relationships with staff and having the responsibility of monitoring the success of teaching and learning. Nevertheless, Ofsted a articulates the value of the subject leader having the necessary rigour and subject expertise to undertake such tasks.

An absence of this knowledge could result in more subtle subject-specific improvements being overlooked Ofsted, a. It seems a balance of good working relationships and effective monitoring from senior staff is crucial to raising standards. DfE a surmises that this could have wider significance and initiate enhanced professional collaboration. It could also facilitate cross-curricular themes and initiatives, although teachers may not be sufficiently prepared emotionally or pedagogically to do this Saunders et al.

Pring suggests the moral and altruistic aspect of education is of great importance: if teaching is seen as a vocation and staff are intrinsically motivated through a sense of altruism, where they give of themselves to help other people, then productivity and thus standards may increase Grant, , p. Stagnation may occur even if standards are good.

Identification of Gifted and Talented learners may be both formative and summative. If children are identified as being able early through summative exams such as SATS and Cognitive Ability Tests CATs then provision for these types of learners may be more effective, with the possible additional benefit of easing the transition to secondary school which sometimes places considerable stress on pupils DCSF, c.

Teaching Literacy in Waldorf Schools

A high CAT score may indicate the ability to think in an abstract or logical manner and may even highlight whether a child is an independent thinker, both of which are key characteristics of a G and T student Tunnicliffe, DCSF d advocate giving able learners detailed constructive feedback as they are likely to display atypical response behaviours by analysing it in detail and reacting to it in an appropriate manner which most other pupils do not do Faultley and Savage, Involving parents may be advantageous if it results in them gaining a more detailed knowledge of how their children are assessed and working collaboratively with the teacher to ensure a more personalised learning experience for the pupil Black, This strategy may be even more effective when used parallel to rigorous and continuous summative assessment such as module tests and homework.

This could allow progression to be tracked and for the subject leader to play more of an active role in liaising with teachers to ensure that all pupils are making the required amount of progress. This may not account for pupils who are quiet and may not contribute much to discussions although the tasks could be scaled down to partner activities such as think-pair-share Kagan, This could be particularly useful in subjects like Mathematics and Science where children historically struggle Burmeister, , p.

However, this seems to infer that such a scheme should be carefully managed in ensuring pupils are teaching the correct content, and that it has heavy teacher input Chan et al. Such a method may also be time-consuming and seems to disregard the arguably superior pedagogical skills of a teacher compared to a child.

The hands-on part of the workshop will focus on a practical introduction to Scratch where teachers will build their own computer game in preparation for teaching the same unit to their classes. The session will conclude with a chance to look at online resources and lesson plans to inform future planning. Primary Class Teachers KS2 with little or no prior experience of Scratch wishing to develop their subject knowledge and familiarity with programming.

This will be a hands-on workshop to introduce the app to teachers and look at simple ways to teach complex concepts. During the course of the session, teachers will have opportunities to use our iPads to experiment with a range of practical activities on Scratch Junior which they can then take back to class to use with their children. No prior programming knowledge is required and iPads will be provided for the session. The session will introduce practical lesson ideas teachers can take back to their classrooms, with hands-on activities to develop confidence with programming tasks and subject knowledge.

We will also investigate pupil progression and assessment, and online safety. The workshop is a great opportunity to network with colleagues, share best practice and experiment with alternative approaches to this exciting subject.

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Schools have increased responsibility to offer ongoing in-house CPD to their student teachers. This contributes to their training plan and in turn develops well rounded teachers whose practice is underpinned by educational theory. The ITT hub is a network of student teachers who come together throughout the year to receive input on pedagogy and practice ranging from behaviour management to keeping evidence for their QTS files. Headteachers and heads of school of nursery, primary, special and secondary schools.

Course details

This programme is ideal for anyone who is leading a team within a school such as a subject, phase or key-stage leader. It is suitable for any school leader who aspires to move into senior leadership but who is at least two or three years away from the NPQH programme.

Teaching literacy across the primary curriculum | Northumbria University

Details of the —17 programme and an application form will be available from cpdadmin learningtrust. The eleven sessions, which run from October to June are designed to explore key competencies for headship. Taught sessions are enhanced by visits to the schools of participants to share and reflect on the practice seen. Senior leaders preparing for the role of headteacher as leader of learning. Any staff leading a team within a school such as a subject, phase or key-stage leaders. Participants put their learning into practice during the course by completing a school based initiative to raise achievement in an area they lead.

This course is delivered in partnership with the Institute of Education. Primary and secondary middle leaders or aspiring middle leaders. Session 1 What makes an outstanding middle leader?

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Headteachers and senior leaders in schools who are within four terms from an inspection. Primary deputy headteachers, acting deputy headteachers and assistant headteachers. The Tomlinson Centre, Hackney These meetings give primary deputy and assistant heads the opportunity to network with their peers.


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All deputy headteachers, acting deputy headteachers and assistant headteachers are invited to join the network. It includes updates on national and local developments. One headteacher, head of school, deputy headteacher or assistant headteacher per school. Headteachers and senior leaders. Through this course you will learn to:. It considers issues that secure strong programme implementation, and will provide an opportunity for programme leaders to share and discuss new and emerging trends in early literacy provision with a view to refining curriculum development in their own schools.

There will be opportunities to learn from live teaching and to develop examples of higher level scripts together. This is an interactive forum that aims to develop a support network across all DSR schools in London and beyond. All DSR Coordinators currently leading the programme in their own school. This course is to support teachers to extend the most able children in reading and writing in Year 6. It looks at metacognition strategies to stretch the most able in both reading and writing e. This intensive one day course will look at supporting teachers and teaching assistants to achieve excellence in teaching early reading through systematic synthetic phonics.

Children enjoy their lessons immensely and rapidly learn a very complex alphabetical code which they apply to their reading and writing. This learning walk gives delegates the chance to explore what happens in practice, have a chance to talk to the children as well as the teachers about their phonics planning and the learning. It is relevant to both new and existing subject leaders in English.

Primary English subject leaders. Although a series of sessions, each session can be attended individually. Headteachers, Senior Leaders and Teachers. Subject leader for primary Spanish, teachers of primary Spanish and secondary liaison teachers for primary languages.

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Hispanic Week 26 — 30 June This course will spend the morning sharing of good practice and dissemination to other colleagues; and the afternoon planning, monitoring and assessing. Subject Leaders for primary Spanish, teachers of primary Spanish and secondary liaison teachers for primary languages.

Primary, KS1 and KS2 new and experienced music coordinators and subject leaders. Children in our schools succeed in Mathematics because their learning is deepened not accelerated. Through established classroom routines children respond to questions which do not recap procedural understanding but investigative how children can apply their learning to wider contexts. This course will allow you to see Depth of Knowledge in action, understand the pedagogy behind it and reflect on how to implement it in your own contexts. It is aimed at accelerating the progress of children in KS1 who are working around level 1c, typically in year 2.

The programme includes specialist resources needed to run the programme, detailed lesson plans and guidance for schools, e-mail and phone support and plus access to the 1stClass Number website.

Teaching assistants. It is aimed at accelerating the progress of children in KS2 who are working level 2c in mathematics. This is typically in years 3 and 4, but it has been used further up the primary school and in some secondary schools. Classroom teachers, Numeracy Coordinators and phase leaders. Originating from Singapore maths, this pictorial representation supports children in problem solving and is a very useful addition to their maths toolkit; the session introduces participants to the idea and its application within the primary classroom.

Year 6 teachers and KS3 mathematics teachers.