Early Years – Key Stage 4
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Year Five and Six Parents' Curriculum Meeting
St Joan of Arc RC Primary Year Two and Three Parents’ Curriculum Meeting F R I D A Y 4 TH OCTOBER Aims of the meeting Give you a better understanding of your child’s learning this term Share our aims Help parents/carers to feel empowered to support their children Give you the opportunity to ask questions Introductions Miss Newman– Year 2 and 3 lead. Behaviour lead Supporting classroom teachers Developing good classroom practice Monitoring pupil progress Part of the English and PE teams Homework - Reading At least 10-20 minutes daily in Year Two, and at least 20 minutes daily in Year Three. Signed reading record (comments are really helpful) Discussion about the text Sounding out and applying phonic knowledge Reading around the word Checking for understanding Predicting Inference and deduction Intonation and expression Comprehension cards Reading Records National Curriculum statements at front Signed off by teacher during guided reading Comment in book only if child not meet the statement in the lesson Ideas for home reading in the middle Homework - Reading Roy had waited a long time but nothing was happening. Then suddenly the line jerked. In his excitement he tripped over my bag and fell head first into the water. a. What was Roy doing before he fell? b. Why did he become excited? Homework - Reading By the time we reached the small village the sun was going down. After so long on the road we were glad to be able to take off our boots and rub our sore feet. a. What time of the day was it? b. -
Texans Getting Academically Prepared (Tgap)
TEXANS GETTING ACADEMICALLY PREPARED (TGAP) Year Six Evaluation Report September 2004 – August 2005 March 2006 Prepared for Texas Education Agency By Texas Center for Educational Research Center for Public Policy at the University of Houston TEXANS GETTING ACADEMICALLY PREPARED (TGAP) Year Six Evaluation Report September 2004 – August 2005 March 2006 Prepared for Texas Education Agency Prepared By Texas Center for Educational Research Center for Public Policy at the University of Houston ©Texas Center for Educational Research Credits Texas Center for Educational Research Contributing Authors The Texas Center for Educational Research Texas Center for Educational Research (TCER) conducts and communicates nonpartisan Kelly Shapley, Ph.D. research on education issues to serve as an Keith Sturges, MAA independent resource for those who make, Daniel Sheehan, Ed.D. influence, or implement education policy in Texas. A 15-member board of trustees governs the Center for Public Policy research center, including appointments from the at the University of Houston Texas Association of School Boards, Texas Gregory R. Weiher Association of School Administrators, and State Christina Hughes Board of Education. Joseph Howard For additional information about TCER research, please contact: Prepared for Kelly S. Shapley, Director Texas Center for Educational Research Texas Education Agency 12007 Research Blvd. 1701 N. Congress Avenue P.O. Box 679002 Austin, Texas 78701-1494 Austin, Texas 78767-9002 Phone: 512-463-9734 Phone: 512-467-3632 or 800-580-8237 Fax: 512-467-3658 Research Funded by Reports are available on the TCER Web Site at www.tcer.org Texas Education Agency Texans Getting Academically Prepared (TGAP) Year Six Executive Summary..................................................................................................................... -
Year Four Evaluation of Early Childhood Mental Health Consultation
Healthy Futures Year Four Evaluation of Early Childhood Mental Health Consultation BY THE DISTRICT OF COLUMBIA DEPARTMENT OF BEHAVIORAL HEALTH PREPARED BY: Anna E. Davis, BA Deborah F. Perry, PhD Georgetown University Center for Child and Human Development 3300 Whitehaven Street, NW, Suite 3300 Washington, DC 20007 SEPTEMBER 30, 2014 Acknowledgements e want to acknowledge the ongoing contributions of Dr. Meghan Sullivan, program evaluator at the DC Department of Behavioral Health, for managing all of the data Wfrom the consultants in the field. We also appreciate the support of members of the Project LAUNCH team from the DC Departments of Health and Behavioral Health—especially Barbara Parks and Vinetta Freeman. Finally, we are grateful for the excellent work of the four mental health consultants as well as Dr. Shana Bellow who provides them with clinical and reflective supervision. HEALTHY FUTURES: YEAR FOUR EVALUATION 1 Table of Contents Acknowledgements ....................................................................................................................................................................................1 Executive Summary ............................................................................................................................................................................5 Introduction ..............................................................................................................................................................................................7 The Evidence -
The Colour of Ritual, the Spice of Life: Faith, Fervour & Feeling
ZEST fESTival EducaTion pack 2014 THE COLOUR OF RITUAL, THE SPICE OF LIFE: FAITH, FERVOUR & FEELING The Zest festival was created in 2012 to celebrate the 300th anniversary of the Zuytdorp shipwreck and the cultural heritage of the dutch East india Trading company (VOC) in Western australia. Each year the Zest festival highlights the cultural contribution of a country along the VOC trading route. in 2014 we will focus on the countries now known as india, indonesia and Sri lanka, and their connections to the VOC and to Western australia. CONTENTS IMPLEMENTATION We encourage teachers to deliver these activities across implementation 3 term 3 2014, to coincide with the Zest festival on 20 and 21 September. Zest festival 2012 to 2016 5 Each page includes classroom activities, ranging from large new projects to small suggestions on integrating these Whole school activities 7 cultures into existing lessons. foundation to Year one 9 following each page of classroom activities is a list of content descriptions from the australian curriculum, coloured and ordered to follow http://www. TwoYear13 australiancurriculum.edu.au/ Year Three 17 English Historical context: Rituals and marriage 21 Mathematics Science Year four 23 History Historical context: Textiles 27 Geography Civics and Citizenship Year five 29 Economics and Business Historical context: Batavia 33 Arts Technologies Historical context: objects 33 Health and Physical Education Year Six 35 please note this is not an exhaustive list of activities or curriculum links, and we encourage teachers to assess or Historical context: colour 39 adjust the activities to suit their class. These activities have not been vetted and are used at the teacher’s discretion. -
Supporting Transition from Reception to Year 1 (Following Break in Schooling Due to Covid-19)
SUPPORTING TRANSITION FROM RECEPTION TO YEAR 1 (FOLLOWING BREAK IN SCHOOLING DUE TO COVID-19) Page 1 of 40 © EARLY YEARS MATTERS LTD EMAIL: [email protected] SUPPORTING TRANSITION FROM RECEPTION TO YEAR 1 (POST-COVID BREAK IN SCHOOLING) Prior to the outbreak of the Covid-19 pandemic schools and Ofsted were looking closely at issues around transition from EYFS into Key Stage 1. Arguably, this was because it was clear that unless and until the divide between these two important stages was bridged children were losing out – going from an informal and active approach to a more sedentary seat-based approach. This was further complicated by the fact that: ‘Reception and Year 1 teachers agreed that the vital, smooth transition from the foundation stage to Year 1 was difficult because the early learning goals were not aligned with the now-increased expectations of the national curriculum.’ (Ofsted, 2017). To date, due to the pandemic, much remains in abeyance and even the requirement to complete the EYFSP, has been suspended, leaving teachers with less information than ever as children who have completed less than two terms in Reception classes prepare to move into Year 1 in September 2020. A further and more complicated issue, is not only that children have missed out on vital schooling, but that they have done so in a period of uncertainty when adults, themselves are confused and fearful about the effects of the pandemic. This booklet is therefore intended to support EYFS and Year 1 leaders and teachers as they negotiate the ‘normal’ transition questions and the ‘new normal’ ones such as how to make up for lost learning time, how to manage resources, where to start, and so on. -
Year One Children's Literacy Behaviours and Perceptions of Literacy Learning in the Classroom and Reading Recovery Contexts
Edith Cowan University Research Online Theses: Doctorates and Masters Theses 1-1-2002 Year one children's literacy behaviours and perceptions of literacy learning in the classroom and reading recovery contexts Fiona Callaghan Edith Cowan University Follow this and additional works at: https://ro.ecu.edu.au/theses Part of the Education Commons Recommended Citation Callaghan, F. (2002). Year one children's literacy behaviours and perceptions of literacy learning in the classroom and reading recovery contexts. https://ro.ecu.edu.au/theses/740 This Thesis is posted at Research Online. https://ro.ecu.edu.au/theses/740 Edith Cowan University Copyright Warning You may print or download ONE copy of this document for the purpose of your own research or study. The University does not authorize you to copy, communicate or otherwise make available electronically to any other person any copyright material contained on this site. You are reminded of the following: Copyright owners are entitled to take legal action against persons who infringe their copyright. A reproduction of material that is protected by copyright may be a copyright infringement. Where the reproduction of such material is done without attribution of authorship, with false attribution of authorship or the authorship is treated in a derogatory manner, this may be a breach of the author’s moral rights contained in Part IX of the Copyright Act 1968 (Cth). Courts have the power to impose a wide range of civil and criminal sanctions for infringement of copyright, infringement of moral rights and other offences under the Copyright Act 1968 (Cth). Higher penalties may apply, and higher damages may be awarded, for offences and infringements involving the conversion of material into digital or electronic form. -
Primary and Secondary Textbook Complexity in England
Research Brief Primary and Secondary Textbook Complexity in England Heather Koons, Ph.D., Director of Research Services; Laura Bush, Research Specialist; and Eleanor E. Sanford-Moore, Ph.D., Senior Vice President, Research and Development speak to the accessibility of the content. If year three pupils are ABSTRACT presented with reading materials at a level of complexity above their The study examined the text complexity of textbooks available for reading ability level, learning the material could be quite challenging. use in English maintained primary and secondary schools that Conversely, materials written significantly below a pupil’s ability level address select mandatory courses: English, mathematics, science, may foster boredom in the classroom and limit the pace of learning. history, geography and citizenship, for years one through 11, key A first step in understanding the relationship between pupils and stages 1 through 4. text is to understand the text complexity of the materials. This is the purpose of the current study. The research hypothesis was that text complexity varies within school year and key stage and that the median text complexity increases with school year/key stage. The results supported the hypothesis. MATERIALS However the findings highlight the fact that the greatest increase in The unit of analysis in this study was textbooks (N = 211) available complexity across the years and key stages occurs early on when for use in England’s primary and secondary schools. An effort was young readers are still developing their reading skills: between years made to obtain textbooks written specifically for the new 2015 one and two and between key stage 1 and 2. -
Mathematics and Physics Check Sheet Four Year Plan Major: Mathematics Minor: Secondary Education
Kansas Wesleyan University Department: Mathematics and Physics Check Sheet Four Year Plan Major: Mathematics Minor: Secondary Education Student Name: _____________________________________ Rev. 8/31/2018 Major Requirements (Prerequisites in parentheses.) Course Course Liberal Req. Semester & Earned Prefix Numb Major Requirements Studies Hours Term Taught Hours er (Pre-Requisite) Education Specific Liberal Studies ENGL 120 Introduction to English Composition X 3 Fall and Spring ENGL 121 Intermediate English Composition X 3 Fall and Spring (ENGL120) SCTH 130 Public Speaking X 3 Fall and Spring HIST 105 World Civilization 1 -or- 3 Fall 106 World Civilization 2 -or- Spring 220 American History -or- Fall 221 American History 2 Spring SOCI 131 General Sociology -or- No 3 Fall and Spring PSYC 101 The World of You: An Introduction to Psychology Yes SOCI 240 Social Inequality -or- 3 Spring 250 Racial and Ethnic Minorities Fall SPES 120 Personal and Community Health 3 Fall Education Courses EDUC 100 Orientation to Education 1 Fall and Spring EDUC 208 Foundations and History of American Education 3 Fall (Sophomore standing.) EDUC 210 Instructional Technology 2 Fall and Spring (3 hours of computer science.) EDUC 244 Developmental Psychology 3 Fall and Spring EDUC 250 Education of the Exceptional Individual 3 Spring (Early Field Experience.) EDUC 380 Classroom Management 3 Spring EDUC 385 Reading in the Content Area 2 Fall (Concurrent with EDUC388. Acceptance into Program.) EDUC 388 Methods of Teaching in the Secondary School 3 Fall (Concurrent with -
Twenty Outstanding Primary Schools Excelling Against the Odds This Report Was Produced by Ofsted with Dr Peter Matthews, Consultant and Former Her Majesty’S Inspector
Twenty outstanding primary schools Excelling against the odds This report was produced by Ofsted with Dr Peter Matthews, consultant and former Her Majesty’s Inspector. © Crown copyright 2009 Contents Foreword 2 Pictures of success: the outstanding schools 59 Ash Green Primary School, Calderdale 60 Summary 3Banks Road Primary School, Liverpool 61 Berrymede Junior School, Ealing 62 Characteristics of outstanding primary Bonner Primary School, Tower Hamlets 63 schools in challenging circumstances 5 Cotmanhay Infant School, Derbyshire 64 Introduction 6 Cubitt Town Junior School, Tower Hamlets 65 Selecting the schools 6 Gateway Primary School, Westminster 66 Primary schools in challenging circumstances 8 John Burns Primary School, Wandsworth 67 Unearthing the secrets of success 9 Michael Faraday School, Southwark 68 Ramsden Infant School, Cumbria 69 St John the Divine Church of England Primary School, 11 Achieving excellence Lambeth 70 Raising attainment and achievement 12 St Monica’s Catholic Primary School, Sefton 71 Making teaching and learning consistently effective 13 St Paul’s Peel Church of England Primary School, Providing a broad, balanced, relevant and stimulating Salford 72 curriculum 15 St Sebastian’s Catholic Primary School and Nursery, Assessing and tracking progress 18 Liverpool 73 Attracting and appointing effective staff 20 Shiremoor Primary School, North Tyneside 74 Transformational leadership 20 Simonswood Primary School, Knowsley 75 From good to great 25 The Orion Primary School, Barnet 76 Welbeck Primary School, City of -
Download Whole School Change
Whole School Change Outline In the 2005/06 academic year four Creative Partnerships London East schools were awarded substantial funding awards to realise change in their schools. The London Multimedia Lab at the London School of Economics was commissioned to track the outcomes of the four projects measured against the Creative Partnerships DCMS Policy and Delivery Agreement. These findings are available in a summary report entitled ‘Pathways to Value’. The rationale behind offering schools the opportunity to apply for funding for large-scale projects was to encourage accelerated Whole Change School Hannah Wilmot change. This case study explores definitions of whole school change, how effective the projects were in supporting whole school change, and what changes were sustainable after the project was completed. The case study includes recommendations for other schools embarking on large-scale change projects. Creative Partnerships Creative London East and South Case Studies Introduction The Schools For the first time, in 2005/06, Creative Partnerships London East1 Columbia is a large primary school in Tower Hamlets. The majority offered its schools the opportunity to apply for funding for large- of pupils are from Muslim backgrounds and almost two-thirds are scale projects to support whole school change. Based on the Bangladeshi. More than half the pupils are at an early stage of strength of applications and agreed by an independent panel, learning English. Ofsted recently reported, ‘Columbia is a good four schools were awarded a substantial amount to support such and improving school. It now has a number of outstanding features projects. Each school planned a piece of work with a range because of the headteacher’s relentless focus on improving its of creative partners to explore and develop models, systems performance’. -
Literacy Boost in Rwanda: Impact Evaluation of a Two Year Randomized Control Trial
Literacy Boost in Rwanda: Impact Evaluation of a Two Year Randomized Control Trial Report Editors: Elliott Friedlander, Research Director Claude Goldenberg, Principal Investigator Stanford University Graduate School of Education Literacy Boost in Rwanda: Impact Evaluation of a Two Year Randomized Control Trial Compiled and Edited by Elliott Friedlander & Claude Goldenberg © 2016 The views and opinions stated in this report are that of the authors alone, and do not necessarily represent the view of Rwanda Education Board, the Ministry of Education of Rwanda, Save the Children, or any other individuals or organizations affiliated with the project. All research contained in this report conducted in conjunction with Stanford’s appointed co-researcher at the Rwanda Education Board. Research activities in Rwanda were conducted with permission and under the supervision of: 1) The Directorate of Science, Technology, and Research in the Ministry of Education in Rwanda Reference: MINEDUC/S&T/0143/2013 2) The Rwanda National Ethics Committee Reference: 423/RNEC/2016 3) The Stanford Institutional Review Board (IRB) Protocol ID: 26580 For further information about the research, please contact the Research Director, Elliott Friedlander, at [email protected] or [email protected]. Recommended Citation for the Overall Report Friedlander, E. & Goldenberg, C. (eds.). (2016). Literacy Boost in Rwanda: Impact Evaluation of a 2-year Randomized Control Trial. Stanford, CA: Stanford University Executive Summary The Learning Crisis Reading, writing, and literacy in general are foundational to modern education. Recognizing the importance of literacy development and education more broadly, the global community came together in recent decades and committed enormous resources to ensuring all children globally had access to primary education. -
Five-Year Analysis of Implementation and Effects in Five Maryland Schools
CORE KNOWLEDGE CURRICULUM Five-Year Analysis of Implementation and Effects in Five Maryland Schools Martha Abele Mac Iver Sam Stringfield Barbara McHugh Johns Hopkins University Report No. 50 December 2000 This report was published by the Center for Research on the Education of Students Placed At Risk (CRESPAR), a national research and development center supported by a grant (No. R-117-40005) from the Office of Educational Research and Improvement (OERI), U.S. Department of Education. The conduct of much of the research in this report was supported by The Abell Foundation of Baltimore, Maryland. The content or opinions expressed herein are those of the authors, and do not necessarily reflect the views of the Department of Education, any other agency of the U.S. Government, or other funders. An on-line version of this report is available at our web site: www.csos.jhu.edu. THE CENTER Every child has the capacity to succeed in school and in life. Yet far too many children, especially those from poor and minority families, are placed at risk by school practices that are based on a sorting paradigm in which some students receive high-expectations instruction while the rest are relegated to lower quality education and lower quality futures. The sorting perspective must be replaced by a “talent development” model that asserts that all children are capable of succeeding in a rich and demanding curriculum with appropriate assistance and support. The mission of the Center for Research on the Education of Students Placed At Risk (CRESPAR) is to conduct the research, development, evaluation, and dissemination needed to transform schooling for students placed at risk.