area of compound shapes lesson plan 22.6.16 My Year 2 placement school were the first in the area to implement a new strategy for differentiation. In addition to differentiating the main activity, the starter/input is also differentiated for all maths lessons and some literacy (as of yet). This allows for more targeted input for… Continue reading TS2a TS3e TS4a TS4d TS5a TS6c – Differentiated input
Having experienced teaching in Year 1, Year 5 and Year 4, I have noticed some differences in the structure of my lessons. Most lessons follow a structure which begins with a whole-class input, lead to independent/group work, and ends with the class coming back together for a plenary (AfL). It has become clear that in… Continue reading TS4a TS5c – Development through the years
Accessing the curriculum can be difficult for pupils learning English as an Additional language as the language can prove to be a barrier. Not only are the children attempting to learn the curriculum content like all pupils, but they have the additional factor of trying to learn a new language at the same time. It is… Continue reading TS2d TS3c TS5b TS5d – EAL Speaking and Listening
TS3a: have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings TS3e: if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. TS4c: set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired TS5b: have a… Continue reading Mathematics Parent Booklet – TS3a TS3e TS4c TS5b TS8e
TS5b: have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these TS5d: have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able… Continue reading The Dyslexic Continuum TS5b TS5d
TS2a- be accountable for pupils’ attainment, progress and outcomes TS3c- demonstrate an understanding of and take responsibility for promoting high standards of literacy TS5b- have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these During one of my English seminars we focussed… Continue reading TS2a TS3c & TS5b: Left-handed pupils
TS1b – set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions TS5a – know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively Teachers from Shangai have a focus on “mastery” as opposed to differentiation What is the basis? Pupils are in awe of the… Continue reading TS1b & TS5a – Is ‘mastery’ the new differentiation?