Sentences with phrase «develop pupils learning»

Not exact matches

Developed by educational experts, these curriculum - linked resources encourage pupils to become Food Detectives and to learn about sugar and 5 a Day.

I am passionate about developing excellent teaching which allows all pupils to feel challenged, supported and involved in their own learning.

New adaptable communal areas, called «learning streets», mean pupils are encouraged to develop independent learning styles by moving between the classrooms and the learning street, all within a safe and secure environment.

Author Katherine Muncaster has developed these lessons in her own school, to great acclaim, developing in pupils «a real enjoyment of learning and a confidence to tackle any challenge they encounter» (OFSTED report, 2013).

Along with the school's senior leadership team, the SENCO had also identified the need to develop the whole school workforce to ensure that all staff had the skills, knowledge and understanding they needed to provide high - quality teaching and learning opportunities for all pupils.

Creativity, Culture and Education (CCE), a U.K. - based organization, has developed an approach ensuring that pupils are challenged rather than directed, and that they are physically, emotionally, and socially engaged in the learning.

Pupils will learn how to layer and blend colouring pencil effectively and there are also a range of fun, timed observational drawing tasks to develop pupils drawing sPupils will learn how to layer and blend colouring pencil effectively and there are also a range of fun, timed observational drawing tasks to develop pupils drawing spupils drawing skills.

Develop your pupils skills creating Kandinsky inspired artwork with «Extend an Art work» using level led learning objectives and success criteria to finally produce a press print which demonstrates sucess criteria for national curriculum level 3, 4 and 5 with additional step to success, to support your learners needs.

«Through this partnership with npower we have been able to support each winning school to develop their grounds to enhance the learning of their pupils in a fun, enjoyable and environmentally inspirational way.»

Pupils will learn to develop movement though the use of level, canon and unison, working in particular on lifts and floor work.

Pupils will learn how to create and develop material that communicates the powerful message of the dangers of drug addiction.

Respondents said the main reasons to learn a language in school was to develop pupils» understanding of cultural practices (77 %), build pupils» interpersonal skills (74 %) and to establish a path for lifelong learning (61 %).

Whether it be a visit to a local museum or a residential trip, such experiences can transform pupils» learning by developing their skills and understanding, improving achievement and enhancing confidence and relationships.

Giving pupils the chance to be creative and develop their own individual ideas is not only empowering for them in supporting their learning, it's also really exciting.

A strong supporter of outdoor education, the Health and Safety Executive (HSE) fully recognises that learning outside the classroom brings the curriculum to life, as well as helps pupils develop their risk awareness and prepares them for their future.

FREE Women's World Cup 2015 teaching resource to help Key Stage 2 and 3 pupils develop their maths and geography understanding and skills while learning about some key global development issues.

At the conference teachers can engage their pupils through peer - to - peer learning with student volunteers from the University of Bristol, share personal innovative and creative ideas with other delegates during the open platform session and develop new strategies for embedding sustainability across your curriculum, grounds and community.

Ashby Willesley Primary School has taken steps to develop a creative curriculum with the motto: One in; One out; One inside out, indicating their approach to offering frequent, continuous and progressive learning outside the classroom for all their pupils.

If you are interested to learn about a method that helps to foster independent learning in your classroom or if your pupils struggle to memorise facts, figures and curriculum content, or if you want to better develop a technique to help with revision, check out workshop episode 30 of the Inspiration 4 Teachers Podcast Show and enhance your teaching toolkit.

Schools across the UK are signing up to the scheme to help pupils collaborate on school projects, learn about new cultures, develop pen pans, teach children about safe social media use and send parents messages via the site.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

Schools should create a learning environment which allows and encourages pupils to tackle real life challenges which require them to manage risk and to develop their decision making, team building and problem solving skills.

«We want our pupils to develop a lifelong love of learning.

During the course of the programme, the teachers talk about the role they see creativity playing in cross-curriculum teaching and learning; the different ways in which they ensure that the cross-curriculum work involves shared experiences (including pretending to be a penguin); and how they try to develop their pupils» transferable knowledge and skills.

There is one focused course of study (history, language - English and Spanish - and the arts; mathematics, science, and technology; and health); everyone is enrolled in it; an appropriate path for each student is developed (every child has a «personal learning plan»); most teachers have responsibility for no more than 50 students (this on a per - pupil budget that is the same or less than in nearby public secondary schools).

The seemingly ever expanding teacher workload outside teaching time does see each of the aforementioned tasks becoming difficult in terms of effective turn - around for pupil growth and serves to develop the culture of «task performance» rather than a personal learning journey.

Help your pupils to develop a love of learning, and prepare for Sats and phonics screening, with these fun games and activities for teaching the KS1 curriculum.

During a two day programme of free learning outside the classroom within walking distance of the school involving the whole of Year 7 (350 pupils), pupils developed their resilience during activities such as a hike, team building skills when participating in den building and knowledge of a local charity when visiting the lifeboat station.

It is also advisable to ensure that: learning outside the classroom is a feature of all subject areas and not confined to a few; better use of the grounds and immediate locality is made to promote learning outside the classroom; an evaluation of the impact of learning outside the classroom on pupils» and students» attainment and progress is recognised; the LOtC Mark is used as a tool to develop your LOtC provision; and that the opportunities offered by residentials is seized.

We often see that exposing pupils to new and novel «real world» learning experiences on an educational visit can have much more impact than a day in the classroom in helping pupils develop self - confidence and social skills.

The Shape project builds on knowledge about the learning needs of pupils with autism, and on the positive potential of technology by working with four different technologies that have been developed specifically for children with autism.

The Moston Brook site, adjacent to the school, has helped to provide a consistent approach to outdoor education as well as helping pupils to develop confidence through hands - on learning in an outdoor setting.

The national curriculum also requires pupils to «learn to justify ideas with reasons; develop vocabulary and build knowledge; negotiate; evaluate and build on the ideas of others; and select the appropriate register for effective communication.»

Real world learning There is a wealth of evidence about the benefits of learning outside the classroom in helping pupils develop resilience, self ‑ confidence, communication skills, creativity and the skills of inquiry and problem solving.

This video examines an outreach programme developed between a special school, for pupils with profound and multiple learning difficulties, and a mainstream primary school in the south - west of England.

Aled Williams, deputy head teacher of All Saints Church in Wales Primary School, explains how it has developed a strong audio visual and technology presence in the school to give pupils the opportunity to learn in a 21st Century way

Worktree has already delivered the activity to more than 4,000 primary pupils aged 9 - 11, with impressive feedback: 97 % of the children said they «learned a lot about work», 98 % of the teachers said «it helped develop the children's self - confidence» and 99 % of the guests said they «would be happy to do it again».

It is a fantastic idea to develop independence and allow pupils to take responsibility for their learning.»

Once registered, schools receive a full range of simple yet effective learning materials, lesson plans and online training, making them better equipped to support their pupils and teachers to develop powerful memory skills and embed them in the curriculum.

Lesson 5: Children should learn to develop ideas, using and adapting previously learnt language, for improving the pupils» home town.

It can help to develop skills and enhance pupils» learning experience.

The unit has an equally weighted AO1 and AO2 emphasis — learning about religion and learning from religion in order to develop a pupil's knowledge and understanding of Islam whilst aiding a pupil's spiritual, moral, social and cultural growth.

Each lesson is designed to encourage independent learning with pupil led activities with an emphasis on developing GCSE skills and literacy.

The packs provide a concrete, pictorial, abstract (CPA) approach helps pupils to develop a deep understanding of maths as part of mastery learning all designed for the 2014 curriculum that can be differentiated as detailed below:

The Thetford Academy recognises that highly effective teaching and learning is the most sustainable way for pupils to achieve well and develop the knowledge, understanding, skills and attitudes that will support them through their lives.

All pupils at the Academy are entitled to support for their learning needs enabling them to develop skills, knowledge and understanding to their full potential and maximum personal benefit.

The Three Rivers Learning Trust is dedicated to preparing pupils for their adult life beyond the formal, examined curriculum and ensuring that it promotes and reinforces British values alongside developing social, moral, spiritual and cultural growth for all students.

The ReflectED programme was developed by Rosendale Primary School to improve pupils» meta - cognition - their ability to think about and manage their own learning.

With ample outdoor space and its very own «Magic Woods» the teachers and pupils regularly make use of the space to develop and enhance their class learning.

It seeks to develop pupils» intuitive understanding of mathematics before they learn more formal methods.