The class teachers developed exciting, innovative reading corners within each classroom to encourage pupils to enjoy reading. We invited highly skilled volunteers to come into school to work with individual pupils and hear readers throughout the school. The volunteers are parents, grandparents, governors, retired teachers and community champions from the local supermarket.
Key stage 4 entitlement areas 3. Inclusion Setting suitable challenges 4. They should plan stretching work for pupils whose attainment is significantly above writing area ideas foundation stage expected standard.
They have an even greater obligation to plan lessons for pupils who have low levels of prior attainment or come from disadvantaged backgrounds. Teachers should use appropriate assessment to set targets which are deliberately ambitious.
Age is a protected characteristic under the Equality Act but it is not applicable to schools in relation to education or as far as relating to those under the age of 18 the provision of services; it is a relevant protected characteristic in relation to the provision of services or employment so when thinking about staff.
Marriage and civil partnership are also a protected characteristic but only in relation to employment. Lessons should be planned to ensure that there are no barriers to every pupil achieving.
In many cases, such planning will mean that these pupils will be able to study the full national curriculum. The special educational needs and disability code of practice includes advice on approaches to identification of need which can support this. A minority of pupils will need access to specialist equipment and different approaches.
The SEN and disability code of practice is clear about what should be done to meet their needs.
Teachers must plan lessons so that these pupils can study every national curriculum subject. Potential areas of difficulty should be identified and addressed at the outset of work.
Teachers should plan teaching opportunities to help pupils develop their English and should aim to provide the support pupils need to take part in all subjects. Numeracy and mathematics 5. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum.
Pupils should be taught to apply arithmetic fluently to problems, understand and use measures, make estimates and sense check their work.
Pupils should apply their geometric and algebraic understanding, and relate their understanding of probability to the notions of risk and uncertainty. They should also understand the cycle of collecting, presenting and analysing data. They should be taught to apply their mathematics to both routine and non-routine problems, including breaking down more complex problems into a series of simpler steps.
Language and literacy 6. English is both a subject in its own right and the medium for teaching; for pupils, understanding the language provides access to the whole curriculum. Fluency in the English language is an essential foundation for success in all subjects.
They should learn to justify ideas with reasons; ask questions to check understanding; develop vocabulary and build knowledge; negotiate; evaluate and build on the ideas of others; and select the appropriate register for effective communication.
They should be taught to give well-structured descriptions and explanations and develop their understanding through speculating, hypothesising and exploring ideas. This will enable them to clarify their thinking as well as organise their ideas for writing.
Reading and writing 6. Pupils should be taught to read fluently, understand extended prose both fiction and non-fiction and be encouraged to read for pleasure.
Schools should do everything to promote wider reading. They should provide library facilities and set ambitious expectations for reading at home.
Pupils should develop the stamina and skills to write at length, with accurate spelling and punctuation. They should be taught the correct use of grammar. They should build on what they have been taught to expand the range of their writing and the variety of the grammar they use.
The writing they do should include narratives, explanations, descriptions, comparisons, summaries and evaluations: Simultaneously, they should also make links between known and new vocabulary and discuss the shades of meaning in similar words. In this way, pupils expand the vocabulary choices that are available to them when they write.
It is particularly important to induct pupils into the language which defines each subject in its own right, such as accurate mathematical and scientific language. Programmes of study and attainment targets 7.In our unit the pupils work through the Early Years Foundation Stage Curriculum.
This is a play based curriculum, our starting point is the children’s ideas and interests, alongside a topic based approach. Early Years (46) Bark and Read Funded by the Kennel Club Charitable Trust, the Bark & Read Foundation is working with Pets As Therapy, through their Read 2 Dogs project, R.E.A.D (Reading Education Assistance Dogs) and Dogs Helping Kids (DHK), which operate in schools around the country, helping children to read with their specially trained.
Practitioners must ensure that they include each area of learning and development through planning, purposeful play and through a mix of adult-led and child initiated activity. Practitioners must ensure that their planning reflects and supports children’s current interests, learning styles and the stage of development of each child.
Early Years Foundation Stage Policy EARLY YEARS FOUNDATION STAGE POLICY / 2 have and develop their own ideas, make links between ideas, and develop strategies for doing things. The Early Years Foundation Stage pupils have their own outdoor area with sand or water, climbing equipment, bikes, writing opportunities, mud.
Modelled writing lessons may occur at any stage of a unit of work and may focus on any stage of the writing process. During modelled writing lessons teachers think aloud about the writing •generate ideas •develop a writing plan: − in Year 1, teachers model the use of simple.
Open Up to Outdoor Mathematics!
It incorporates ideas for making good use of natural resources and made materials and includes illustrative photographs. All the ideas can be and Foundation Stage classes who rose to the challenge and worked enthusiastically throughout the project.