Excellence and Enjoyment Learning

Excellence & Enjoyment

HAZREENMAZLINDA ABDUL RAHAMAN M20141000343APIDAH BINTI AHMAD M20141000358EZAHNITA BINTI ILIAS M20141000361NUR SHAZWANI BINTI NOR ARZEMI M20141000363

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Excellence and enjoyment learning

Excellence &

Enjoyment

WHAT

Excellence and enjoyment learning

Children and young people have told us that five outcomes are key to well-being in childhood and later life – being healthy; staying safe; enjoying and achieving; making a positive contribution; and achieving economic well-being. Our ambition is to improve those outcomes for all children and to narrow the gap in outcomes between those who do well and those who do not.

Every Child Matters (2004)

Excellence and enjoyment learning

Personalisation is the key to tackling the persistent achievement gaps between different social and ethnic groups. It means a tailored education for every child and young person, that gives them strength in the basics, stretches their aspirations, and builds their life chances. It will create opportunity for every child, regardless of their background.

Higher Standards, Better Schools for All (2006)

The Purpose of Excellence & Enjoyment

Teacher

Student

School

• Strengthen leadership of teaching

• Professional development - to embed the principles of effective of teaching and learningTEA

CH

ER

• Help school design broad and rich curriculum

SC

HO

OL

STU

DEN

TSkills

* Problem Solving

* Comunication* Working with others

* Information Technology

* Improving Own Learning and Performance

* Self Confident

* Enthusiastic

* Collaboration * Creativity

Excellence and enjoyment learning

Designing opportunities for learning

Learning to learn

Enjoyment learning/Didik

Hibur

Assessment for Learning

Excellence and

enjoyment learning

1. Designing opportunities for learninG

Think About This

“We won’t meet the needs for more and better higher education until professors become designers of learning experiences…”

LARRY SPENCE (2001)

AIMS OF DESIGNING OPPORTUNITIES FOR

LEARNING

Develop a shared understanding of

approaches to planning

Explore the planning process, identifying the key

elements of successful planning

Support teachers and practitioners in

creating plans that meet the needs of

childrenReview planning and planning procedures to

ensure efficient use is made of

available planning resources and

guidance

Consider how to reduce unnecessary planning

DESIGNING OPPORTUNITIES FOR

LEARNING

Developing a shared understanding-Principles of

teaching & learning

Using existing Resources

Key elements of planning

principles For learning and

Teaching

Principles For learning and Teaching

Set high expectations and give every learner confidence they can succeed.

Establish what learners already know built on itStructure and pace the learning experience to

make it challenging and enjoyable Inspire learning through passion for the subjectMake individuals active partners in their learningDevelop learning skills and personal qualities

Key elements of planning

Key elements of planning

• The planning process usually involves moving from an overview to the specificLong-term plans

(Overall curriculum map)

Medium-term plans(Term/half-term, each subject or linked

subjects)

Short-term plans(Daily/weekly/unit, each subject or

linked subjects)

Key elements of planninglong-term

Shows the planned of work for each subject or area of learning

for a year group

Planning usually takes place within the context of an overall

curriculum map

long-term

.

Key elements of planningmedium-term

i

• Planned sequence of work for one or more subjects or area of learning for a period of weeks

ii

• Focus on organising coherent units of work around clustered learning objectives and their outcomes

iii

• Context for learning and the learning activities and teaching that will enable the learning outcomes to be achieved.

medium-term

.

Key elements of planningshort-term

Cover a week, a day or a lesson and consist of working notes for the

structure and content of a planned learning experience.

May contain details of key questions to ask, success criteria and outcomes,

teaching, strategies and resources, differentiation and assessment

opportunities

The exact balance between detail in medium and short term plans is

something to be decided at school level

short-term

.

0rganising work to enhance cross-curricular links

0rganising work to enhance cross-curricular links

Planning for inclusionWhen planning, teachers should set high expectations and provide opportunities for all pupils to achieve, including boys and girls, pupils with special educational needs, pupils with disabilities, pupils from all social and cultural backgrounds, pupils from different ethnic groups including Travellers, refugees and asylum seekers, and those from diverse linguistic backgrounds.

National Curriculum handbook for primary teachers (QCA, 2000)

Three principles of inclusion

Learning objectives(Setting suitable learning

challenges)

Access(Overcoming

potential barrier to learning)

Teaching Styles

( Responding to children’s diverse need)

three principles of inclusion

• Planning for inclusion may not involve planning for every child to work towards the same learning objectives

Learning Objectives

• Varying teaching styles to take account of the ways in which different children learns

Teaching Styles

• Children who are capable of working towards the same learning objectives as their peers may nevertheless experience real or perceived barrier to their learning. It is essential that consideration is given to overcoming these potential barriers. This may need to be at the whole-school level.

Access

Elements of planning for inclusion

Lesson structureA ‘route map’ for teachers or practitioners and learners

A series stages that support learning by introducing, developing and reviewing the knowledge that is the focus of the lesson

Varying levels of support for learning at each stage & Varied timings for different stages within the lesson

Class observation

Using existing resources

Planning resources• Teachers can access any resources in

addressing the learning needs of children– Example in UK

1. Planning for learning in the foundation stage

2. National Numeracy Strategy unit plans

3. QCA scheme of work4. NLS planner and unit plans

2.Learning to learn

4. Enjoyment learning/

Didik Hibur