Introduction Many studies on the academic achievements of Mangyans prove to be so beneficial to many enthusiasts concerned with indigenous people’s development. A critical look on the levels of school attitudes and self–esteem of Buhid Mangyan pupils in Mirayan‚ Buong Lupa and Pakpaklawin Elementary Schools serves as a springboard in drawing deeper implication how these potential variables actually impact on their academic performance as priority learners in the school. Based on the actual observation
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All children have the right to access all the opportunities which are on offer in the school provision‚ this should be supported by high quality teaching and learning experience. All schools have a duty to make sure all pupils have equal access to the curriculum no matter what your background is. For example. Race. Culture. Background. Gender. Special educational need. Children and young people are regarded highly as essential contributors in every aspect of decisions that affect
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learners. Identify other points of referral available to meet the potential needs of learners. Equality is about ’creating a fairer society‚ where everyone can participate and has the opportunity to fulfil their potential’. It means ensuring those pupils are treated equally in terms of the opportunities they are provided with. This arises from anti discrimination legislation and ensures individuals are not disadvantaged or mistreated because of their religious believe‚ sexual orientation‚ age and
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considered when rationalising this scheme of work is whether or not it meets the needs of Key Stage 3 pupils. I believe that it does because the attainment focus is all within Key Stage 3. However‚ this is only the very simplest level by which we can measure this criterion. Firstly‚ we can also measure it by matching the scheme of work to the programme of study. If we look at this we can see that pupils have the opportunity to study all of these elements . The second way in which we could measure
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communicate effectively with them‚ a number of skills should be demonstrated and makes it appropriate to the individual. This means that the needs of pupils should always be met even when they have communication difficulties such as a speech and language disorder or sensory impairment. Although spoken language will be appropriate for most pupils‚ in school we often have to use body language and gestures to get your point across. And in some cases you will have to go for additional training if
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Classroom teachers are usually faced with the problem on individual differences‚ different pupils of varying intelligence‚ interest temperaments‚ and backgrounds‚ fast learners‚ slow learners‚ active children‚ and lazy children. San Vicente Elementary School which is situatedof Biñan City has a total population of 2500 from Grades I-VI. In Grade V‚ the identified slow learners are fifteen (15) out of forty-five (45) pupils. The school tried to identify the root cause for school/teacher factors are not part
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mainstream school. All pupils are at S3 and S4 stage of their education and have been referred to my placement as an alterative to mainstream school for various reasons. Here are few of the reasons including being Disruptive and/or violent behaviour in class‚ Underachievement‚ Non or poor attendance‚ School phobia‚ Disaffection. All pupils have expressed a liking for Technical Subjects and a desire to explore the possibility of a career in the Construction Industry. Some pupils have Additional Support
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in elementary school pupils. The gloss involves annotations of unknown words in three different representations: text translation from German into Greek‚ presentation of the word in German and its translation pronounced in Greek‚ and word interpretation by using a picture. Thirty one pupils of ages 10-11 years interacted with the multimedia gloss and participated in computer-based learning activities. The outcomes on vocabulary learning were positive‚ with the majority of pupils to prefer the aural
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Speaking Content Standard: 1.1 By the end of the 6-year primary schooling‚ pupils will be able to pronounce words and speak confidently with the correct stress‚ rhythm and intonation. 1.2 By the end of the 6-year primary schooling‚ pupils will be able to listen and respond appropriately in formal and informal situations for a variety of purposes. 1.3 By the end of the 6- year primary schooling‚ pupils will be able to understand and respond to oral texts in a variety of contexts.
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National In-Service Teachers’ College NISTCOL Primary Teachers’ Diploma by Distance Learning Module 3 Numeracy Revised Edition 2006 © MINISTRY OF EDUCATION ZAMBIA Acknowledgements Writers Y. Mumbula R. Kapambwe G. Chilekwa P. Mbumwae J. Silwimba S. Golden C. Maambo Team leader and writer‚ Ministry of Education Hq Writer‚ Caritas High School‚ Kabwe Writer‚ Kitwe Teachers’ College Writer‚ NISTCOL‚ Chalimbana Writer‚ Teacher Education Department Adviser‚ Charles Lwanga Teachers’ College
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