After this, I would like to go to the University of Birmingham to study Physics.
An overview of the research 1. It began before the National Literacy Project and, although it makes many connections with this project and the National Literacy Strategy, it does not claim to be a direct product of either.
However, to enable teachers to relate our findings to these important national initiatives, we have wherever possible made explicit cross references to their core ideas. Our findings are based on close examination of the work of a sample of teachers whose pupils make effective learning gains in literacy and of a more random sample of teachers whose pupils make less progress in winter writing activities eyfs welfare.
Literacy can and has been defined very widely. For our purposes, literacy is seen as a unitary process with two complementary aspects, reading and writing. Seeing reading and writing in this way, simply as opposite faces of the same coin, emphasises a basic principle within the National Curriculum for English, that is, to develop children's skills within an integrated programme and to inter-relate the requirements of the Range, Key Skills, and Standard English and Language Study sections of the Programmes of Study.
In the National Literacy Project literacy is defined through an analysis of what literate children should be able to do. This produces the following list. There are three strands to the experiences children need to develop these competencies: Each of the levels is essential to effective reading and writing and there is a very close inter-relationship between them.
At different stages of learning literacy, however, some levels will assume greater prominence in teaching. Word level work will, for example, be very much to the fore in the beginning stages of literacy learning even though teachers will also want to enable pupils to locate such work in correctly formed sentences and meaningful texts rather than pursuing it as an end in itself.
With the development of more and more uses and functions for literacy, it is certainly the case that children need to achieve ever higher standards of literacy to "be literate" in their society. The major factor in raising standards must be the quality of the teaching of literacy which children experience, particularly during the primary phase of schooling.
High quality literacy teaching demands high quality literacy teachers and any education system must attempt to maximise the expertise of teachers in teaching literacy. In order to direct improvements in the selection, training and professional development of teachers of literacy most profitably, a great deal can be learned from a study of those primary school teachers identified as effective in the teaching of literacy.
Such a study was the aim of the research described in this report.
This report gives an account of the project, its main findings and their implications for policy and practice. Much of the specific detail of the research and its findings will be found in the Appendices to this report.
The research was designed to answer these questions by gathering evidence in the following ways: Similar data was also collected from a sample of "ordinary" teachers referred to as the validation group and from a group of student teachers novice teachers.
Thus the findings from the effective teacher sample could be compared and validated against those from the two other teacher groups. Full details about the research methods used and background details of the teachers involved can be found in Appendices 2 and 3.
A full account of this review of literature is given in Appendix 1 of this report.
The research hypotheses that were derived from it are given here so that readers may have these clearly in mind as they read our account of the main findings of the research. Effective teachers appeared to: However, we hypothesised that our research would suggest this to be the case and, therefore, we extrapolated from the general research on effective teachers, and from our own extensive knowledge of the field of literacy, to develop a number of specific hypotheses.
Our hypothesis was that effective teachers of literacy were likely to employ such techniques in a strategic way; that is, with a very clear purpose linked to the identified literacy needs of specific pupils.
The teaching techniques we expected to find being employed included the following: The deliberate teaching of the codes of written language. Such teaching was, we felt, most likely to be systematic, i.
The use of praise and constructive criticism in response to children's literacy work with a view to consolidating success, correcting errors and promoting growth.
The design and provision of focused tasks with academic content which would engage children's full attention and enthusiasm and which was appropriate to their ages and abilities.
The continuous monitoring of children's progress through the tasks provided and the use of informal assessment to give a basis for teaching and reporting on this progress. The literature is weak, however, in terms of evidence about the ways beliefs link to practice, especially in the teaching of literacy.
We, therefore, deliberately set out to investigate this linkage and our working hypothesis was that effective teachers of literacy would have a coherent set of beliefs about the nature and the learning of literacy which played a guiding role in their selection of teaching approaches. An example of this linkage not working is the writing lesson not uncommon in primary schools according to the literature in which the teacher stresses to the children that the outcome should be "an exciting story, with plenty of action and good ideas" but then proceeds in her reactions to their writing to emphasise exclusively the need for accuracy in spelling and presentation without reference to the declared criteria of excitement, action and good ideas.
Beliefs or rhetoric and reality which were consonant were more likely, we hypothesised, to promote such progress.Early Years Key Stage 1 Key Stage 2 Secondary SEND ESL/TEFL Resources EAL IEYC & IPC Winter Primary Resources.
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Sian Evans. 30th November Share this. Winter Creative Writing Activities. Prompts for writing poetry, stories, and short critical-thinking pieces.
This is a Christmas/winter themed topic web for Early Years that I've designed for our setting in these last few weeks leading up to Christmas. It's got a few. Buckingham Park Primary School is committed to safeguarding and promoting the welfare of children and young people.
The Designated Safeguarding Lead is Mrs Louise Swann.
Top 10 early years winter activities Winter weather is always a big talking point for children in the early years as they begin to notice many changes in the environment such as the frost, ice and fog.
Snow is also a favourite because it is rare and holds many joys for children when they finally [ ]. Portsmouth College has definitely lived up to my expectations! From the first term, I have been offered so many opportunities with the More Able Students Programme, Hockey Coaching and Student Ambassador work which is a great addition to my academic timberdesignmag.com://timberdesignmag.com The Early Years Foundation Stage (EYFS) sets standards for the learning, development, and care of children from birth to five years old.
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