materials in the curriculum and prepares pupils for standardized tests. This may have happened in western countries because of adequate resources. Nevertheless these instructional materials have not been used in the right way in sub-Saharan region particularly in Kenya. Teachers have neglected the use of these materials and in a way they have watered down pupil’s motivation as far as learning is concerned. All these bring to poor performance of the pupils especially in Westland zone in Nairobi County
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Roles and Responsibilities in Schools Provision for pupils with special educational needs is a matter for the school as a whole. In addition to the governing body‚ the school’s head teacher‚ SEN coordinator (SENCO) or learning support team‚ all other members of staff have important responsibilities. In practice the division of these responsibilities will be a matter for the school‚ to be decided in the light of a school’s circumstances and size‚ priorities and ethos. The governing body should‚ in
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learners’ achievements. The class teachers’ main role is to monitor and assess pupils’ achievement. They need to be aware of the progression made by all the children in their class and be able to report back to both the parents and other staff. As a Teaching assistant my main role is to support the class teacher whilst this ongoing assessment of pupils takes place. The teacher can measure the progress of each pupil by carrying out lessons and setting the children clear objectives. At the start
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sustainable development How environmental factors (temperature‚ light‚ etc.) may affect the learning process and how they should be adjusted for different activities How the environment would need to be adapted for pupils with sensory and/or physical impairments How to encourage pupils to accept responsibility for the safe use and care of
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each one means to me. Self-awareness to me means that a pupil can learn effectively to the best of their abilities. Each pupil should understand that they are responsible for their actions whether they are acceptable or not‚ as well as learning how to feel great satisfaction from their achievements. The pupil should be able to identify their feelings‚ recognising what emotion they are feeling and how to express them appropriately. A pupil should also know that they can ask for help if their emotions
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Unit 311 Support Literacy Development 1.1 Literacy is fundamental to all areas of learning from an early age‚ as it unlocks access to the wider curriculum. Being literate increases opportunities for pupils in all aspects of life and lays the foundations for lifelong learning and work. Competence and confidence in literacy‚ including competence in the three major areas‚ reading‚ writing‚ speaking and listening‚ are essential for progress in all areas of the curriculum. To broaden and enhance
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THE PROBLEM: This study aimed to develop and validate a Reading Test in English (RTE) for Grade VI pupils in Bayambang District I using the results of the oral Informal Reading Inventory (IRI) as a basis. More specifically‚ it sought to determine: a) the reading level of grade VI pupils as shown by the results of the oral Informal Reading Inventory (IRI) Test‚ b) skills and specific areas of reading comprehension identified by Grade VI teachers that are to be included
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a supportive and caring environment in which the child can learn and develop .it is important to get these relationships right from the start. You will show them that they are part of the school community. However‚ this is not same as giving all pupils attention whenever they demand it. 1.2 Describe how to behave appropriately for child or young person’s stage of development You should ensure that when you are communicating with children and young people you take in to account their stage of
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over the last thirty years. Where once‚ children may have received clothes twice a year and/or at special occasions‚ some pupils now may buy fashion items every week – and throw them away after they’ve been worn a couple of times. This thematic unit looks at the phenomenon of ‘fast fashion’ and its cost in terms of the environment and people’s lives. It makes pupils th ink about where their clothes come from and consider their responsibility as consumers. There is a strong emphasis on
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TDA 3.2 Schools as Organisations 1. Know the structure of education from early years to post compulsory education. 1.1 Summarise entitlement & provision for early year’s education. Every child who on the term commencing after their 3rd Birthday is entitled to a free part time place in early years education. This was formed as part of the Every Child Matters agenda. From 0-5 years the framework of learning‚ development & care forms the Early Years Foundation Stage (EYFS)‚ which follows the
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