Teaching Approaches to Promote Consistent ... - Learning Wales

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Are these same/different from Ys 3 to 6 in KS2? Why?Easy to teach effectively (examples of an effectiveteaching routine?)Are these same across all abilities?Bii Curriculum - pupils5 Which aspects do children in Years 3-6 find easy to understand and learn? Why?Open-ended reply:Are identified aspects associated with allability-levels? Expand…Easy steps from previous learning?Any changes as pupils go up through Key Stage2?Familiarity, unusualness, relevance to dailylife…What makes some things easy to learn andothers harder?Do these aspects match those you thinkteachers find easy to understand? And easyto teach?6 Which aspects do children find most challenging to understand and learn? Why?129
Open-ended reply:Do all ability levels have problems withthese? Expand…Unrelated to previous learning?Unrelated to daily life?Are these same aspects as those you thinkteachers have difficulty with?C School policy and practice: Issues relating subject co-ordination with subject attainment7 How would you describe and explain the vertical pattern of attainment of pupils in your subject throughout KS2, from years 3-6?Open-ended reply:Reason?How do you explain this pattern?(patterns relating to gender, ethnicbackground, other intake factors…)8 How far do individual children move up and down the attainment range over their 4 years in KS2?)Open-ended reply:(Q is trying to get to whetherchildren move ability groupings verymuch, any flexibility?130
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RESEARCHTeaching Approaches to Prom
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ContentsPageExecutive Summary 4Chap
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Executive SummaryIntroductionThis r
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• interviews were carried out wit
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ImplicationsThere are three keys ar
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could be enabled to reach their pot
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Chapter 2 Literature review2.0 Intr
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can all be seen as falling within t
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2.2.3 Ability groupingIn spite of m
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found that students’ orientation
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2.2.8 Special programmes and withdr
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Desforges’ (2003) conclusion is t
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learning was greater than their own
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2.4.2 Gender and assessmentResearch
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• School-level leadership issues
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achievement, each of the case study
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3.2.2 Procedures for data collectio
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There is a considerable level of ec
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children. By having some focus grou
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and varying across sex in each scho
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There were, however, interesting di
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“The NNS and NLS improved subject
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“People feel safe with number wor
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might exist to account for reaching
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“Mental work…problem solving…
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Chapter 5 The influence of school p
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National statistics do not really s
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Finding 17: With very few exception
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consolidate what had been learnt. I
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classes. In these schools there was
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The points she was making were that
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In the present research, different
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support mechanisms are used. There
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5.3 SummaryHead teachers had a clea
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She commented that“It’s difficu
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6.2.1 Cross-curricular linksThe str
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parents at the start of each half o
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6.2.4 Links between learning tasks
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6.3.2 Integration of social and edu
Page 79 and 80: 6.3.3 Differentiation and support f
Page 81 and 82: haven’t tried..” to being told
Page 83 and 84: “Both boys and girls aware that t
Page 85 and 86: to be some assumptions in which non
Page 87 and 88: Chapter 7 Conclusion and implicatio
Page 89 and 90: number of schools dropped further t
Page 91 and 92: leaders, they need to be able to an
Page 93 and 94: Targets are a factor, in the tenden
Page 95 and 96: • Considering the nature of inter
Page 97 and 98: Brookhart, S. and de Voge, J. (1999
Page 99 and 100: Research evidence in education libr
Page 101 and 102: Youth with Emotional/ Behavioral Di
Page 103 and 104: Aims and research questionsThe main
Page 105 and 106: Appendix 2Long List of Schools from
Page 107 and 108: English Betterhigh FSM 1 Leeds 60 6
Page 109 and 110: Appendix 3Head teacher Interview pr
Page 111 and 112: Differences between year groupsGend
Page 113 and 114: How does it relate to NLS2. Teachin
Page 115 and 116: Use of LSA or equivalentSENCOUseful
Page 117 and 118: To be completed alone or collaborat
Page 119 and 120: Other.9. Policy on c.p.d.Open ended
Page 121 and 122: Strengths with possible Level 4 pup
Page 123 and 124: Other.5. Opportunities for learning
Page 125 and 126: 2. How does the school promote cons
Page 127 and 128: 126
Page 129: Same/different across Ys 3-6 in KS2
Page 133 and 134: D Practice of role as subject co-or
Page 135 and 136: MixtureWhole classSmall groupPaired
Page 137 and 138: 20 Have there been any changes in t
Page 139 and 140: Types of interventionTargeted teach
Page 141 and 142: Appendix 4Interview schedule: Teach
Page 143 and 144: Open ended reply:Prompts about spec
Page 145 and 146: 4 How do you feel about your own En
Page 147 and 148: C School policy and practice: Relev
Page 149 and 150: 10 How would you describe patterns
Page 151 and 152: 12 What steps have you taken to ena
Page 153 and 154: 14 Would you describe how you plan
Page 155 and 156: 16 (To Y6 Teachers only) How would
Page 157 and 158: 18 (Y6 only) How do you feel about
Page 159 and 160: 20 Would you talk about how curricu
Page 161 and 162: 22 How would you describe the seati
Page 163 and 164: 22 To what type of feedback do you
Page 165 and 166: Appendix 5 Pupil focus groups.A. Ba
Page 167 and 168: C. Classroom teaching approaches: 1
Page 169 and 170: How are they different?How are they
Page 171 and 172: In mathematics?Encouragement / reas
Page 173 and 174: 10. When was your last homework in
Page 175 and 176: 3. Think of materials you use and t
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Page 179 and 180: ListPrompts.Intellectual demand?Pup
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General observation. . PromptsAmoun
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4. Classroom environment, including
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3. Tasks and activities in main par
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6. What social skills did pupils pr
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To boys - examples?To girls - examp
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5. Responses of boys and girls to t
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