Enter your mobile number or email address below and we'll send you a link to download the free Kindle App. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. Would you like to tell us about a lower price? If you are a seller for this product, would you like to suggest updates through seller support? Specifically designed for busy teachers who have responsibility for co-ordinating a subject area within their primary school.
Each volume in the series conforms to a concise style, while providing a wealth of tips, case studies and photocopiable material that teachers can use immediately. There are special volumes dedicated to dealing with OFSTED, creating whole school policy and the demands of co-ordinating several subjects within a small school. As a senior leader, I am passionate about improving standards for all children.
I have developed particular areas of expertise across the primary range and have a successful track record of school improvement, particularly in phonics and literacy. I am currently responsible for leading literacy across the Academy. As part of this role, I have been responsible for implementing and driving forward school improvement priorities, including the implementation of our rigorous phonics programme.
I am also a KS1 Moderator for Babcock Education and have worked in this capacity for the past 6 years. This role has included supporting colleagues through the formal moderation process and helping colleagues feel confident to make informed judgements and secure national standards. I hold the NPQH and in role as Assistant Head of a large secondary school led on whole scale curriculum design and change implementation.
Coordinating Religious Education Across the Primary School
Leading and managing change, systems and structures to support monitoring and evaluating, effective school governance, peer coaching to develop teaching and learning, leading whole school initiatives through building ownership, CPD are the areas of my experience. I originally trained as a BEd Primary with honours P.
E specialism at The University College of St. Mark and St. John — qualifying in Columb Minor Academy.
I have been the lead co-ordinator in P. E, Science, and D. T and am currently joint lead of English. I am also an external county moderator of KS2 writing. During the last five years I have also engaged in outreach work — supporting numerous schools within our area.
Pamela has worked as a trainer and consultant for Ruth Miskin Training, leading CPD in phonics and providing school improvement to many schools across the South West. In Pamela was awarded funding from the DfE to form a Phonics Partnership supporting local schools to raise standards in reading, she has recently received additional funding to repeat the project in Pamela is able to offer practical support and guidance to enable staff to teach focussed, engaging lessons and a range of leadership strategies to raise standards in teaching and accelerate progress for all pupils.
Coordinating Mathematics Across the Primary School - Tony Brown - Google книги
Before I became a class teacher, I worked as a teaching assistant specialising one-to-one phonics support. In addition to raising standards in Phonics at my own school, last academic year I supported three schools outside my Trust. This was as part of the SSIF Phonics for Fluency Project, during which I worked closely with head teachers, phonics leaders and teachers to improve the quality of phonics provision in their schools. The main focus of this support was to ensure the quality teaching of blending for reading. I am passionate about the teaching of quality Phonics as the foundation for ensuring children become fluent, confident and enthusiastic readers.
Everything we teach our youngest readers paves the way for a fundamental lifetime skill! As an SLE, I am really keen to offer my experience to schools through coaching, modelling and collaboration with enthusiastic colleagues. Tracey recently worked with 3 schools in Cornwall as part of the Phonics for Fluency project. She worked closely with teachers, SLT and support staff to help them raise standards of reading and phonics within their school. She provides SMART targets which offer practical support and guidance to enable staff to teach focussed, engaging lessons and a range of leadership strategies to raise standards in teaching and accelerate progress for all pupils.
I originally trained as a primary teacher and predominantly taught in Y5 and Y6. I became KS2 coordinator in a 2 form entry primary school with responsibility for maths. My role is to ensure a smooth transition from primary to secondary, maintain high expectations and continuity. I teach within our feeder primary schools and in Y7.
This ensures high standards and consistency are maintained and transferred from primary to secondary. It also provides Y7 teachers an invaluable insight into new cohorts.
I work closely with Newquay Junior delivering and supporting Y6 maths. Within my role at the secondary setting I have devised, implemented and deliver a Y7 numeracy scheme of work. This runs alongside the maths scheme embedding key skills and ensuring cross curricular links. I have gained extensive experience during this time, developing and supporting colleagues in maths, humanities subjects, ICT and curriculum development.
I am a Maths Specialist Teacher Mast and have worked to help teachers develop their own mathematical understanding and practise both at St Columb Minor and through school-to-school support across the trust. My knowledge of this, as well as the UK National Curriculum, has given me insight into good curriculum design, as well as its intent, implementation and impact.
I enjoy working with colleagues to clearly identify the scope of a problem and develop practical, effective solutions: - I have recently led a group of teachers from across the ACE Multi Academy Trust to develop materials to support judgements in maths. I have also worked with trainee teachers following a range of different pathways into teaching. I believe that every pupil should be given the opportunity to discover and realise their potential.
Through working in an Alternative Provision, I have seen that whilst a pupil may demonstrate behaviours that challenge, underlying that is the capacity to be a curious and engaged learner. My job as a teacher has been to encourage pupils to be the best that they can be, for themselves, and to help develop their self-confidence and resilience to a point where they can embrace the challenges that they face when engaging in education. I am now working with pupils across the age range from 5 - 16 years in the APA which gives me the experience with all Key Stages of pupils.
Amanda has been teaching Science since Amanda taught in several mainstream schools in Gloucestershire, Devon and Cornwall, holding a variety of positions, before joining the Community Education Service in Cornwall as a teacher delivering GCSE Science in an online classroom. Outside of work Amanda enjoys reading, craft, kayaking, SUP, and spending time with her family.
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I have been teaching for 16 years at Trenance Learning Academy in Newquay. I lead Year 2 which consists of pupils, six teachers and a large number of support staff. Trenance is larger than most Cornish Primary Schools. Through coaching, demonstration, modelling and supportive collaboration I ensure that the quality of music teaching remains at an outstanding level.
I also have achieved Grade 8 in Piano and the Theory of Music. Over the last 16 years as music leader I have improved the consistency of musical experiences across key stages and identified any areas that needed improving to raise standards in the teaching of music throughout the school.
I have observed and mentored all teaching staff through individual training and whole school insets. This has developed the confidence and delivery of music by non-specialist teachers. The staff gather weekly and have developed confidence and skills in singing as well as inspiring the children to sing. All choirs perform regularly within the community and in our mixed choir reached the National Music for Youth Festival and sang in the Birmingham Symphony Hall.
This has provided children with deeper learning experiences to improve standards and attainment. The importance of whole-school curriculum planning and relevant references are listed below:. The Importance of Whole-school Curriculum Planning. Add appropriate learning elements in response to social changes to ensure that student learning is keeping up with the times. Enable learning, teaching and assessment to be better connected and coordinated. Plan, deploy and utilise existing learning and teaching resources more effectively while exploiting other beneficial resources including community resources and partnership with parents to meet new learning and teaching needs.
Enable student learning to be connected smoothly across different key stages. Provide opportunities for professional dialogue and exchange between School Heads and teachers. For Reflection and Action. What is the relationship between whole-school curriculum planning, curriculum implementation and curriculum evaluation?
Maths Action Plan : 100 Strategies - subject leader, coordinator, improving maths
Whole-school curriculum planning is very important to curriculum implementation and the continuous development of curriculum. The planning process is not necessarily conducted in a linear direction. Depending on the circumstances and needs of each stage of the planning process, schools may sometimes revert to different stages to make adjustment to planning and resources deployment, which may include conducting the context analysis again. For the other four stages, only brief explanation will be provided. The strengths acquired from curriculum planning by primary schools and the areas for further enhancement or improvement.
Schools regularly review important issues and make use of curriculum planning, development, organisation and implementation to provide opportunities for students to learn and follow up in the classroom. In the allocation of lesson time, particular subjects may be over-emphasised affecting the implementation of a balanced curriculum. In planning and organising cross-curricular learning involving different KLAs or subjects, teachers face problems such as the extra time needed for planning, discussion and coordination. The diversity of students presents teachers with more challenges and demands more time in curriculum planning.
How do the existing strengths and the areas identified for further enhancement and improvement of your school affect your approach to whole-school curriculum planning? The aim of school context analysis is to help schools set the direction, priorities and major concerns for curriculum planning through analysing the current situations, the experience, and the emergent needs of schools as well as the implications of the changing society for the development of school-based curriculum.
What are the strengths of your school?
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