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Innovation
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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