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Copy of Learning and Teaching in the Primary Classroom

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michael moore

on 11 December 2012

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Transcript of Copy of Learning and Teaching in the Primary Classroom

Mathematics Task: Teddy Bear Rulers
Measure Objects
How Many Teddies Long Are They? Williams Review 2008 English Art and Design Task; Create your own Teddy Bear
Use the templates provided
Colour in your Teddy Bear and stick him together Spiral Curriculum Building on a previous lesson based on the Teddy Bears Picnic Seeing the curriculum as a great story we need to tell rather than a series of learning objectives Kieran Egan (1988 cited in Pound and Lee 2011) Stories use math related words to define concepts, such as: Few, Plenty, Many. This contributes to basic math foundations and abstractions kbyutv.org Rose Review Jean Piaget Jerome Bruner Lev Vygotsky Child can do Work at child pace Learn through discovery Lone Scientist Personalised
Learning Interaction
Communication Interactive Learner Sustained shared
thinking Zone of
Development Adult Intervention Emphasized on Teacher Interesting materials to explore Simple but challenging
language Cambridge Primary Review Talking Partners Working in partners or as part of a team can be a positive learning experience for children. as all children can learn from each other. As well as developing emotional and social skills working with other people stimulates ideas and involvement that move learning forward.

(The National strategies: Early Years Learning,Playing and interacting- Good Practice in the EYFS (2009) Modeling Children learn skills by watching others
or being shown how to do something. Adults or peers may directly instruct, model, guide or demonstrate.

(The National strategies: Early Years Learning,Playing and interacting- Good Practice in the EYFS (2009) The Williams Review states the importance of a young child's ability both to read and communicate fluently and to count, calculate and work confidently with mathematical ideas.
It follows and is complementary to the Rose Review of the teaching of early reading, although it has a wider remit looking across the full range of mathematics. it is concerned with identifying educational best practise to enable learners to acquire an understanding and appreciation of mathematics. Attention needs to be given, right from the start of early years education, to promote speaking and listening skills to make sure that children build a good stock of words, learn to listen attentively and speak clearly and confidently. Speaking and listening, together with reading and writing, are prime communication skills that are central to children's intellectual, social and emotional development. Engaging young children in interesting and worthwhile pre-reading activities paves the way for the great majority to make a good start on systematic phonic work by the age of five. Microteach The Primary Curriculum

Seeing the curriculum as a great story we need to tell rather than a series of learning objectives.

Kieran Egan (1988 cited in Pound and Lee 2011) On 20 January 2011 the Secretary of State for Education announced a review of the National Curriculum in England.

The new National Curriculum will set out only the essential knowledge that all children should acquire, and give schools and teachers more freedom to decide how to teach this most effectively.

(http://www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurriculum) During Key Stage 1 pupils develop their knowledge and understanding of mathematics through practical activity, exploration and discussion.

(http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00199044/mathematics/ks1) In English, during Key Stage 1 pupils learn to speak confidently and listen to what others have to say. They use language to explore their own experiences.

(http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00198874/english/ks1) They begin to grasp mathematical language, using it to talk about their methods and explain their reasoning when solving problems.

(http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00199044/mathematics/ks1 More specific vocabulary about length might include words such as ‘long’, ‘short’ and ‘tall’. The emphasis in year 1 is on uniformity, using non-standard units to start with.

Sylvia (2007) Activities with non-standard units bridge the gap between exploratory work and the introduction of standard units.

Kennedy et al (2008) By

Emma McAlernon
Jack Whittingham
Ciarán Young
Michael Moore Thank You

Any further questions A lesson in numeracy

Crossing English with Maths The Cambridge Primary Review states that the quality of the teachers lessons is directly affected in how they interpret the national curriculum and they should allow for more talking and communication in the classroom to enhance the children’s learning experience. By allowing the children more freedom to talk and develop their interpersonal skills they will invoke a more creative environment which would have been otherwise suppressed by the influence and focus on the 3Rs. Cross-curricular lessons should form and flow freely throughout all lessons and creativity is not confined to the arts. Creativity and imaginative activity must inform teaching and learning across the curriculum.
"Good teaching makes a difference. Excellent teaching can transform lives."
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