Teaching and Learning Strategies - Essay Example

Teaching and Learning Strategies: Identifying the characteristics of different teaching Strategies (instruction, demonstration, discussion, Questioning etc) Contents: 1. Using foundations subject a. Role of teacher in showing respect for the diversity of the pupil's social and cultural background in maintaining high expectation for all. 2. Foundation subject: Classroom management and improving the learning climate Reading for research Frame work Developing writing and thinking skills Structured learning Lesson design for attainers Lesson for inclusion Learning styles Starters Group activity and active learning techniques Guided learning Plenaries Modelling, questioning, explaining WALTs and WILFs 3. Planning Planning priorities Plan lesson based on enquiry based learning Developing independence Evaluation of plan Short-term and medium term planning Planning models MFL and ICT 3. Appendix-1 4. Appendix-2 5. Appendix-3 Using foundations subject There is a unique and enriching role in the imagination and creativity of the individual teacher in delivering high quality and responsive curriculum experience for the pupils in their classes. (Craft, A. etal 2001, creativity in education pp45-61A.craft2003, 113-127, "creativity has become---------------explored") (Hayes,ch .9, D 1999 Pollard, A. 2002 overview"these readings are concerned-----sessions" ) (Cashdan, A& Overall, L. 2002 full article) Role of teacher in showing respect for the diversity of the pupil's social and cultural background in maintaining high expectation for all. By 1996/97 all the secondary schools and two thirds of the primary schools had at least some ethnic minority groups, and the proportion of the minority groups was less than one percent. The great majority of the teachers across the country are expected to work with the ethnic minority at some point in their career. Minority ethnic pupils are admitted more frequently than the past. In interviews with children from different minority ethnic groups there were some principal findings, the most important features of their self characterisation stemmed from their families. Most parents teach their children about their ethnic culture, home language and religion, making them to contact with the net work of the relatives or friends from the same ethnic background. Another factor that is influencing how they their ethnic identity is how they are perceived and treated outside home. Two thirds of the children had some exposure to community language within their household; regular attendance posed considerable challenges to the children who were at a distance from the centre of religious life, a number of alternative individual and private arrangements were made by the parents. Mixed heritage children formed a significant group among the minority ethnic groups; it was the common belief of many parents that this heritage posed additional problems of their child's development of the clear sense of identity. Sometimes there is a chance that these mixed heritage children are not accepted into the community and the teachers are rarely aware about this fact, moreover the uncertainty in dealing with the minority ethnic groups particularly with reference to the heritage group is acute. The majority of the children who had been at their school for a significant time were well integrated socially and enjoyed the same pattern of friendship with their peer group. Very few were harassed physically in the racist incidents, and the verbal abuse or hurtful calling in the school or during the school journey is continuing or continued for an extended period of time. Due some strong factors, official procedures to reduce race related bullying, which rely on the report from the parents about the problems was undermined. The parents mostly rely on the protection of their older siblings rather than on the official procedures. Religious education curriculum reflected the diversity of the contemporary society more fully than any other aspect of the school curriculum, no schools has fully developed a strategy for preparing pupils through the curriculum for life in a diverse society. Many pupils needed additional support as they were learning English as an additional language, there was varied teaching provision in those schools where there is a need. Some primary schools operated a "language across curriculum" strategy and no school had a strategy to support the children learning EAL beyond the initial stages. Teachers were not aware of the long term strategies to support and enhance their proficiency and confidence in using English for academic purposes. A good teacher is the one, who is supposed to show respect for the diversity of the pupil's social and cultural background which would maintain high expectation for all. Some of the schools where some strategies were developed to address the challenges described above. In dealing with the race related bullying and name calling, the teachers should fairly investigate the situation in such a way that the perpetrators should understand that what had done wrong, and informing their parents about the children's involvement in the persistent malicious abuse. The head teacher if deals personally and also providing lead for others by informing the victims and their parents of the follow up to a report of racist behaviour. This teacher would then win the confidence of the minority ethnic parents and their children in their ability to deal with racism. Instead of relying on the reports from the victims of racism, if the children are allowed to post the anonymous messages on abuse in the bullying box, so that it is attended by the teacher within 24 hours, this increases the confidence in children and parents of the ethnic minority. The teacher should inform the parents on admitting the policies and to be formal so that this helpfully supports the sibling. The teacher should encourage the individuals to reflect on the race related incidents carefully on bullying or name calling in which they had been the perpetrators. The teacher should design a strategy for example sheets on which the children will write who had done wrong thing related to the racial abuse, and this should be signed by the parents so that the child will correct his wrong doing. It is good that if a teacher enquires about the reflection of the victims periodically, and incorporating equality among the students. Teachers get a good chance of making their pupils getting the knowledge of diverse cultures, if this knowledge is shared widely thus contributing to the development and mutual respect and understanding between the whole ethnic groups. By conducting multifaith religious assemblies containing a member from the respective faith will promote communal harmony and tolerance among the pupils, the teacher would win the confidence of students and parents of the ethnic minority community. Teacher should utilise the support from LEA specialist teaching service which would facilitate to overcome problems of children who were in the early stages of learning English as an additional language. A significant portion of the children started schooling at different times; teacher gets a positive response when they design well defined tasks with some preparation. The effective arrangements for occasional or regular interpretation help children at the early stages of learning. Making organised unobtrusive support from the classroom assistant in a primary school room. Thus teachers are required towards a fuller understanding of the range of backgrounds and perspectives that are represented in the more and more dispersed minority ethnic populations. (Atkinson, T.etal 2000 pp8-13 " for a reflecftive teaher-----curriculum") 2. Foundation subject: The purpose of the foundation subject strand is to raise standards by supporting and delivering a high quality teaching and learning. The aim of this strand is to help teachers to become more effective so that pupils improve in what and how they learn. The successful implementation needs a good leadership, management, sustained commitment and strong support. The key national strategy is a part of the government's commitment to raise the standards across all subjects, and equipping pupils with the skills and knowledge they need for life. To achieve these targets effective teaching of literacy skills, raised expectations of all pupils. A reflective teacher should consider the intuitive response from the professionals in a search for the ever-tight planning and delivery of the curriculum. (Egan, K. (1998) et.al pp30, "beginning with oral language-----------language) The early childhood educators should think about the alternative concepts before considering those bound by the national curriculum. The teaching by story telling, a method taken by the schools of U.K and U.S is a good approach. (Tony claine et.al., 2002, pp 2-7). (Training for foundation, copy right, 2002pp2-5). There is a key role for a teacher in planning and the implementation of the national curriculum, and this should be compatible with the pupil's participation in their own learning. Children learn better when they are excited and engaged, this is achieved only through excellent teaching and this gives a challenge to them and shows them what they can do. Classroom management and improving the learning climate A well organized classroom should give the opportunity for the teacher to diagnose the learning difficulties of the children, designing appropriate objectives for the effective learning and making a stress on teaching rather than the aspects of house keeping that occur in routine class room life. (Ayers, H & Gray, F. 1998. p122-124) Reading for research: Research by the ecological psychologists has suggested the importance of the class room environment and not to be ignored fact that, this can influence the behaviour. The views on this research suggest that the environment in the primary school teaching should be aesthetic in such a way that the children's interest is stimulated by the environment, and also this should set high standards in the display and the presentation of the children's work. One factor that should be kept in mind, while developing this type of environment is that, its practical maintenance. ( Dawn sanders , 2005 this docment is ---------education") Frame work: Let us assume that all the pupils are entitled to the high expectations and support, and all will be taught the objectives, although some pupils will need additional support and others will need to challenged and extended. Effective differentiation ensures that teaching can be based on the framework whatever the ability range of class. Teaching that is varied in style and distinguished in fast pace and strong focus as well as being highly interactive. The emphasis is on supporting pupils to become independent. (Framework, key strategy 3 and 4 -2003pp 139-152 DfES ) Developing writing and thinking skills: The structure of the lesson must serve the objectives and observe the principles like more explicit teaching, emphasis on learning, use of whole lesson for planned teaching, increased opportunities for whole class teaching, frequent and fast-paced revision of insecure skills and the use of shared time as well as independent time to ensure the transfer of skills into everyday use. Structured learning: Lesson design for attainers: The structure of the lesson must serve the objectives and observe the principles; a lively interactive opening to the session with a sharp focus on specific objectives engages pupil's attention and is fun. Frequent intensive sessions of this sort have a greater and more lasting effect than the periodic skill's lessons. They provide an opportunity to address directly, the revision objectives at word and sentence level. They are popular with the whole ability range, but highly recommended for classes containing pupils who have not yet secured the word and sentence level objectives. The starter activity may relate to the lesson that follows, but it may also relate to a series of starters developed over several lessons. Lesson for inclusion: A sequence of starters can be identified as a block of work in the medium or half term plan. The following lesson structure is recommended for the teachers who use frame work; the teachers should adapt it to suit the length of the school lesson. 1. Start with a short lesson starter activity (e.g. spelling, vocabulary) lasting 10-15 minutes. 2. Introducing the main teaching points (e.g. teaching exposition or questioning) 3. Developing the main teaching points (e.g. through group activity) 4. Ending with a plenary to draw out the learning (e.g. through feed back and presentation), lasting 5-10 minutes. Learning styles: There is a need to consider the ways of accessing the full range of pupils' learning strengths. For example visual learning which includes, visualising the content, drawing, visualising the writing process, concept mapping, plans and diagrams, studying examples of writing, film, video and computer images, and spellings and auditory learning, kinaestic learning, interpersonal learning and intrapersonal learning.(national strategy key stage3 2002 pp 3-8) Starters: It is the most purposeful and interactive teaching, that involves all the pupils. It will be more effective if they have a clear purpose, injecting a sense of pace, and challenge the pupil to think. Example start with a short lesson starter activity like spelling, vocabulary which lasts for about 10-15 minutes, which make the pupil to think and thus they become active learners. 2. Introducing the main teaching points (e.g. teaching exposition or questioning) Group activity and active learning techniques: Teachers will develop the main objectives of a lesson by giving time for pupils to work in groups. This will allow the teacher to work intensively with one group on the current objective, or to develop skills taught earlier in reading and writing. Guided sessions will support pupils as they apply new knowledge in context and the teacher is able to give immediate feed back, for example, support a group of weak readers tackling a common text (e.g. helping them to infer and deduce meanings), give feed back on work in progress, (e.g. written home work), consolidate an objective that has not been well grasped by the group (e.g. revisiting insecure punctuation), reviewing personal and group reading. (E.g. discussing text with an able group) Guided learning: Guided sessions make efficient use of teacher time when pupils are working independently, and pupils appreciate the access that the guided sessions give them to the teacher. Teachers are encouraged to schedule regular opportunities to visit each group in the class for the focused time of this sort. Plenaries: Plenary at the end of the session is an opportunity to draw out the learning that has been achieved in the lesson and refer back to the objectives. It also allows space to celebrate what has been achieved, and prepare pupils for the next step. For example: for the pupils give a hint to start a lesson, put the questions on the board you are going to ask, select the pupils to present an aspect of the lesson using stop clock, use drama strategies. The frame work is intended to raise standards of all pupils, teaching knowledge and skills and understanding which maintain high expectations while also meeting all the abilities and learning needs. Attention is given to those who need additional support including SEN and EAL pupils, to those whose attainment may be affected by the gender or ethnicity and to the needs of the gifted and talented pupils.(5) Modelling, questioning, and explaining: This involves establishing clear aims, providing example, exploring the thinking of the teacher and pupil, demonstrating the process, working together through the example, providing prompts, providing the opportunity for the pupils to work for themselves, drawing out the key learning.(national strategy key stage3, 2003,pp 1-3) WALTs and WILFs : Writing learning objectives : getting knowledge on factual information e.g. names, places,symbols, formulae and events. Skills of using knowledge applying techniques and analysing information. Understanding concepts, effects reasons and principles, developing attitudes and values of apathy caring and sensitivity.(key stage3) 6. Planning: Good plans are manageable, worthwhile and useful. There is no need that the plans to be written in full prose or elegantly typed, even though there is a need that they are accessible to others. Their prime objective is to ensure progression and chart coverage, so the teaching plans include; Objectives to be addressed for each unit of work, in each year evidence that all the objectives are addressed, coverage of national texts demanded by the national curriculum for the whole of the year 7 to 11years. The medium-term plan considers how a unit of work will unfold that is for example how much time to be spent on certain tasks and texts, and where they will be addressed. It should give a view of the way the unit of work develops. It should be possible to trace an objective from the frame work through its location in the medium-term plan, through to when it will be taught in a lesson. See appendix. Head teachers can get the literacy strand off to a flying start by giving a high profile to literacy development; ensuring responsibility is allocated to cross curricular work, and catch up provision. Planning priorities: Considering in advance the timetabling of progress units, finding time to talk to the head of English about the task facing the department, deciding how to allocate lead responsibilities for objectives which apply beyond English e.g. drama, cross curricular spellings etc, establishing strong expectation that literacy will be planned and monitored across the curriculum, and giving lead on the best way to deploy resources made available by the strategy e.g. supply cover. Heads of English has a crucial role in inspiring and enthusing English staff and supporting them in a period of change, auditing English, setting annual targets and developing a plan in achieving them, reviewing and updating the scheme of work, monitoring and evaluating the teaching of English, keeping abreast of local and national developments in literacy, and ensuring that ideas, best practice, and training and key messages are shared within the department. Plan lesson based on enquiry based learning: Learning challenges means teaching of knowledge, skills and understanding in ways which maintain high expectations while also meeting the abilities and learning needs of the pupil. To respond to the pupils diverse learning needs, provide an environment for learning that gives opportunities for all pupils to achieve and recognises different interests, experiences and strengths that will influence their learning. An effective learning environment is to be created where pupil will feel secure and their contributions are valid. Motivation and concentration are to be secured, by varying content and presentation to match the learning needs. Equal opportunity should be provided through teaching approaches for example by facilitating access through the use of appropriate supports aid or intervention, using appropriate resources and setting targets for learning. To overcome the barriers, particular learning and assessment requirements need to be addressed. Developing independence: The broad groups of pupils are pupils with special education needs and disabilities and the pupils who are learning English as an additional language, gifted and talented pupils. A teacher while dealing with the people with special educational needs and disabilities curriculum planning and assessment should take into account of the type and the extent of the difficulty experienced by the pupil. In many of the cases the needs of the pupil are met through greater differentiation of tasks and materials. A smaller number of pupils may require some specialist equipment and approaches or to alternative or to adopted activities. This may be augmented by the advice and support from the external specialists. Some people are capable learners but they need some special educational provisions to reach the curriculum. Many pupils with disabilities learn alongside their peers with little need for additional resources beyond the aids which they use in everyday life, such as a wheelchair, a hearing aid, a radio microphone, electronic communicator or equipment to aid vision. As well as signs, symbols and Braille, some pupils need to use ICT to assist them with recording or reading their work. This kind of individual resource is provided through SEN framework, expectations should remain high and energy focused on maximum access and independent learning. These pupils should generally be supported in the mainstream classroom, tackling objectives suitable to their age group. Teachers need to take action in their planning to ensure that these pupils are able to take part as fully and effectively as possible in the national curriculum. Potential areas of difficulty need to be identified and addressed when pupils start learning foreign languages. Communication is the key achievement in all subjects; every pupil is entitled to our highest expectations and the opportunity of a challenging curriculum. Pupils with special educational needs and disabilities are educated in a range of settings including mainstream and special schools and units attached to mainstream schools or some combination of these. The MFL frame work, with its similarity to the English framework, allows pupils to build on their language skills, developed in English lessons and offers further opportunities for reinforcement. The principle of the foundation subjects offers the well paced, highly focused and explicit teaching. The framework will allow MFL teachers to concentrate on laying firm foundation at year 7, in particular with regard to pupils knowledge of those high frequency words in the foreign language that makes the language more accessible to learners and allow their learning to accelerate. Another group of people will be working well below the national expectations, sometimes because they have SEN or lack of some prior knowledge. Teachers should recognise the need to consider the objectives for the work in hand and decide which ones are appropriate for the needs of the pupil. The task is then to decide what kind of differentiation strategy will support them, and the teachers should consider whether the objective can be simplified, sometimes this cannot be done as the pupil lacks the underpinning skills or prerequisite knowledge. If this is the case, it is appropriate to cast back the foundation objectives on which to build, for example, a pupil might need to do foundation work on the alphabet and common letter strings, moving on to memorising spelling, sound, meaning and main attributes of words. To succeed pupil may need extra reinforcement, a helper where possible, or a programme of additional support materials. Another group of pupils will be working pre-level 1 for the majority of their secondary education, for such pupils the communication skills taught daily in MFL are vital and help their language development. Pupils benefit from the experience of the shared activities based on texts, group oral work, shared reading and communication through images, ICT and drama. All these experiences contribute MFL and to the development of languages across the curriculum. Evaluation of plan: Pupils with emotional and behavioural difficulties have poor language skills as a result of their inability to maintain concentration and persevere tasks. When this group is given work which is pitched at too low a level, they become demotivated and disaffected. The MFL framework will ensure high expectations of their learning and offer structured lessons where the expectations and routines are well established. The structured lesson provides pace and routine, pupils who have difficulty in concentrating have more opportunities to change activities and maintain interest and motivation. Teachers need time to invest time in establishing routines of work in the lesson, particularly at the transition between one activity and other, plenaries at the end of the lesson can be used to review pupils' behaviour as well as their work. People with communication difficulties face particular challenges in MFL and language in general. The emphasis needs to be enabling the progress through clear, effective teaching, which builds confidence and participation. Pupils who have autistic spectrum disorders require well-structured lessons with clear routines and predictable parts. Such pupils work best when teaching is explicit and challenges are direct and well focused. Some pupils with speech and language impairments will have no developmental difficulties and MFL lessons will provide an opportunity for these pupils to work alongside their peers, practising and discovering strategies to overcome their difficulties. Short-term and medium term planning: When individual educational plan are used, they could include short-term language objectives if pupils have difficulties in this area. It is helpful if these objectives are drawn from the MFL framework. Teachers need to evaluate pupils' progress regularly and check that targets are sufficiently challenging and broken down into appropriately small steps. Where there is additional support for pupils with MFN lessons, the roles and responsibilities of the adults need to be clearly understood. The aim is to enable pupils to participate as independently as possible. The success of this strategy will depend upon the good working relationship between the MFL department and special needs colleagues. The staff need to work together to clarify roles and ensure that their skills and resources are used effectively to support pupils. The withdrawal of pupils from MFL should be avoided if possible as it offers further opportunities to maintain the development of their language skills along with the rest of the class. Pupils learning EAL who are already literate in other language and understand the principles of phonology, spelling and grammatical conventions in that language will be able to bring that knowledge to bear when acquiring language skills in English and MFL. Language skills also help people to develop speaking and listening skills. Planning models: MFL and ICT: ICT is a powerful tool for all learners and enhances the real life factor in MFL study, which often appeals to boys in particular. Achievements are higher across the curriculum where ICT is used in some subjects by as much as 0.5 percent grade (information, notes for course tutors session 5, pp 1-9) Appendix-1 Word level Spelling 1 Vowel choices 2 Pluralisation 3 Word endings 4 Prefixes 5 High-frequency words 6 Apostrophes 7 Key words Spelling strategies 8 Personal spelling 9 Phonemes and syllables 10 Analogy 11 Strategies for learning spellings 12 Using a dictionary 13 Spellcheckers Vocabulary 14 Word meaning in context 15 Dictionary and thesaurus 16 Unfamiliar words 17 Word classes 18 Qualification and comparison 19 Lexical patterns 20 Connectives 21 Subject vocabulary 22 Words in different languages Sentence level Sentence construction and punctuation 1 subordinate clauses a) types b) functions c) positioning 2 Noun phrases 3 Boundary punctuation 4 Tense management 5 Active or passive voice 6 Resolve ambiguity 7 Speech punctuation Paragraphing and cohesion 8 Starting paragraphs 9 Main point of paragraph 10 Paragraph structure 11 Sentence variety 12 Sequencing paragraphs Stylistic conventions of nonfiction 13 a) information b) recount c) explanation d) instructions e) persuasion f) discursive writing 14 Subject conventions Standard English and language variation 15 Vary formality 16 Speech and writing 17 Standard English 18 Sentences in older text Reading Research and study skills 1 Locate information 2 Extract information 3 Compare presentation 4 Note-making 5 Evaluate sources Reading for meaning 6 Active reading 7 Identify main ideas 8 Infer and deduce 9 Distinguish writer's views 10 Media audiences 11 Print, sound and image Understanding the author's craft 12 Character, setting and mood 13 Non-fiction style 14 Language choices 15 Endings 16 Author attitudes Study of literary texts 17 Independent reading 18 Response to a play 19 Poetic form 20 Literary heritage Writing Plan, draft and present 1 Drafting process 2 Planning formats 3 Exploratory writing 4 Handwriting and presentation Imagine, explore, entertain 5 Story structure 6 Characterisation 7 Narrative devices 8 Visual and sound effects 9 Link writing and reading Inform, explain, describe 10 Organise texts appropriately 11 Present information 12 Develop logic 13 Instructions and directions 14 Evocative description Persuade, argue, advise 15 Express a view 16 Validate an argument 17 Informal advice Analyse, review, comment 18 Present findings 19 Reflective writing Speaking and listening Speaking 1 Clarify through talk 2 Recount 3 Shape a presentation 4 Answers, instructions, explanations 5 Put a point of view Listening 6 Recall main points 7 Pertinent questions 8 Presentational techniques 9 Oral text types Group discussion and interaction 10 Report main points 11 Range of roles 12 Exploratory talk 13 Collaboration 14 Modify views Drama 15 Explore in role 16 Collaborate on scripts 17 Extend spoken repertoire 18 Exploratory drama 19 Evaluate presentations Appendix-2 Year 7 Word level Spelling 1 a) vowel choices b) pluralisation c) word endings d) prefixes and suffixes e) apostrophes f) homophones 2 High-frequency spellings 3 Lexical patterns 4 Complex and unfamiliar words 5 Key terms Spelling strategies 6 a) personal spelling b) spelling rules c) dictionaries and spellcheckers d) sounds and syllables e) critical features f) word formation g) analogy Vocabulary 7 a) word families b) unfamiliar words c) words in context 8 Use linguistic terms 9 Specialist vocabulary 10 Prepositions and connectives 11 Figurative vocabulary 12 Formality and word choice 13 Ironic use of words 14 Language change Sentence level: Sentence construction and punctuation 1 Complex sentences 2 Variety of sentence structure 3 Colons and semi-colons 4 Tense shifts 5 Conditionals and modal verbs Paragraphing and cohesion 6 Grouping sentences 7 Cohesion and coherence Stylistic conventions of nonfiction 8 Subject-specific conventions 9 Adapting text types 10 Informal to formal Standard English and Language variation 11 Standard English and dialect 12 Degrees of formality 13 Change over time 14 Compare languages Reading Research and study skills 1 Combine information 2 Independent research 3 Notemaking formats Reading for meaning 4 Versatile reading 5 Trace developments 6 Bias and objectivity 7 Implied and explicit meanings 8 Transposition 9 Influence of technology Understanding the author's craft 10 Development of key ideas 11 Compare treatments of same theme Study of literary texts 12 Independent reading 13 Interpret a text 14 Literary conventions 15 Historical context 16 Cultural context Writing Plan, draft and present 1 Effective planning 2 Anticipate reader reaction 3 Writing to reflect 4 Handwriting at speed Imagine, explore, entertain 5 Narrative commentary 6 Figurative language 7 Establish the tone 8 Experiment with conventions 9 Rework in different forms Inform, explain, describe 10 Effective information 11 Explain complex ideas 12 Formal description Persuade, argue, advise 13 Present a case persuasively 14 Develop an argument 15 Advice about options Analyse, review, comment 16 Balanced analysis 17 Integrate evidence 18 Critical review Speaking and listening Speaking 1 Evaluate own speaking 2 Develop recount 3 Formal presentation 4 Commentary 5 Questions to clarify or refine Listening 6 Evaluate own listening 7 Listen for a specific purpose 8 Hidden messages Group discussion and interaction 9 Evaluate own contributions 10 Hypothesis and speculation 11 Building on others 12 Varied roles in discussion Drama 13 Evaluate own drama skills 14 Dramatic techniques 15 Work in role 16 Collaborative presentation YEAR 8 Appendix-3 Word level Spelling 1 Revise spelling conventions 2 High-frequency words Spelling strategies 3 Evaluate own spelling 4 a) learning strategies b) apply knowledge c) identify patterns 5 Ways of checking Vocabulary 6 Terminology for analysis 7 Layers of meaning 8 Connectives for developing thought Sentence Level Sentence construction and punctuation 1 Complex sentences 2 Punctuation for clarity and effect 3 Degrees of formality 4 Integrate speech, reference and quotation Paragraphing and cohesion 5 Shape paragraphs rapidly 6 Paragraph organisation Stylistic conventions of nonfiction 7 Exploit conventions 8 Conventions of ICT texts Standard English and language variation 9 Sustained standard English 10 Attitudes to standard English 11 Trends over time Reading Research and study skills 1 Information retrieval 2 Synthesise information 3 Note-making at speed 4 Evaluate information Reading for meaning 5 Evaluate own critical writing 6 Authorial perspective 7 Compare texts 8 Readers and texts Understanding the author's craft 9 Compare writers from different times 10 Interpretations of text 11 Author's standpoint 12 Rhetorical devices Study of literary texts 13 Evaluate own reading 14 Analyse scenes 15 Major writers 16 Different cultural contexts 17 Compare poets 18 Prose text Writing Plan, draft and present 1 Review own writing 2 Exploratory writing 3 Formal essay 4 Presentational devices Imagine, explore, entertain 5 Narrative techniques 6 Creativity in non-literary texts 7 'Infotainment' 8 Poetic form and meaning Inform, explain, describe 9 Integrate information 10 Explain connections 11 Descriptive detail 12 Effective presentation of information Persuade, argue, advise 13 Influence audience 14 Counter-argument 15 Impartial guidance Analyse, review, comment 16 Balanced analysis 17 Cite textual evidence Speaking and listening Speaking 1 Evaluate own talk 2 Standard English 3 Interview techniques Listening 4 Evaluate own listening skills 5 Compare points of view 6 Analyse bias 7 Identify underlying issues Group discussion and interaction 8 Evaluate own contributions 9 Considered viewpoint 10 Group organisation Drama 11 Evaluate own drama skills 12 Drama techniques 13 Compare interpretations 14 Convey character and atmosphere 15 Critical evaluation Bibiliography: 1. Hayes, D 1999 Foundation of primary teaching by D Fulton. 2. Pollard, A. 2002. Reflective Teaching in the Primary School by Continuum. 3. Ayers, H & Gray, F. 1998. Classroom Management A practical approach for teachers. by D Fulton. 4. Cashdan, A& Overall, L. 2002 Teaching n Primary school by continuum. Ellis,V(Ed) 5. Learning and Teaching in secondary schools by D fulton. Hayes, D. 2003. Planning, Teaching & Class management in Primary schools by D fulton. 6. Craft, A., Jeffrey, B. and Libeling, M. (2001) Creativity in Education. London Continuum 7. Atkinson, T. and Claxton, G. (Eds) (2000) The Intuitive Practitioner: On the Value of not always knowing what one is doing. Buckingham: Open University Press 8. Craft,Anna(2003)The Limits To Creativity In Education: Dilemmas For The Educator. British Journal of Educational Studies51(2),113-127.doi: 10.1111/1467-8527.t01-1-00229 9. Dawn sanders,(2005) Making sense of teaching and learning through environmental education research. Proceedings of a FERN Research Seminar, Chelsea Physic Garden, London. 10. Egan, K. (1988) An alternative approach to teaching and the curriculum: Teaching as Storytelling. London : Rout ledge 11. Minority Ethnic Pupils in Mainly White schools: Tony claine et.al. University of Luton. 12. the key stage 3 national strategy by the govt of uk 13. Framework for teaching modern foreign languages: years 7,8, and 9 section 4 additional guidance for inclusion ; key strategy 3 and 4 -2003 14. Training material for the foundation subjects: introduction, crown copy right 2002 15. National strategy key stage 3 learning styles and writing in science DfES 0384/2002 16. A study of the transition from the Foundation Stage to Key Stage 1 Dawn Sanders, Gabrielle White, Bethan Burge, Caroline Sharp, Anna Eames, RhonaMcEune Research Report SSU/2005/FR/013).London: DfES. 17. key stage3 strategy, foundation subject strand : key messages about structuring learning crown copy right 2003, DfES0044/2003 18. Information and communication technology for the able pupil, Notes for the course tutors, session5 19. key stage 3 available on http: / / www.standards.dfes.gov.uk/ keystage3/ downloads/ Read More