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Number At Key Stage 1 Book in PDF, ePub and Kindle version is available to download in english. Read online anytime anywhere directly from your device. Click on the download button below to get a free pdf file of Number At Key Stage 1 book. This book definitely worth reading, it is an incredibly well-written.
Author : Andrew Parker,Jane Stamford
Publisher : number books
Page : 31 pages
File Size : 43,9 Mb
Release : 2000-04
Category : Electronic
ISBN : 0721707904
Graded activities reinforcing calculation skills; reading is kept to a minimum.
Author : Nita A. Martin
Publisher : Pure Indigo Limited
Page : 128 pages
File Size : 49,9 Mb
Release : 101
Category : Electronic
ISBN : 9781910615232
This book is designed to support children’s learning of the numbers zero to one hundred It includes flash card for learning to read both the numerals and the numbers written out as words.
Author : Sean McArdle
Publisher : Nelson Thornes
Page : 124 pages
File Size : 55,7 Mb
Release : 2002
Category : Mathematics
ISBN : 9780748763719
Blueprints is the number one resource series for teachers and schools that offers complete curriculum coverage, excellent photocopiable material and unbeatable value. The books have extensive coverage of core and foundation subjects for National Curriculum and other UK curricula and are written specifically for the key stage you teach.
Author : Julie Davies
Publisher : Routledge
Page : 242 pages
File Size : 49,5 Mb
Release : 2013-01-11
Category : Education
ISBN : 9781135783631
Since 1989 initial teacher training courses in England and Wales have included teacher preparation for taking a lead in a school subject area in their first appointment. There is no longer a place for a teacher newly qualified or not in primary schools whose sole responsibility is for his or her own class. A teacher must have specific specialist knowledge and expertise in particular subjects which must be shared with all staff.; This text contains the latest curriculum and assessment changes. It aims to help students and newly qualified teachers to understand the complexities of being a co-ordinator of the National Curriculum subjects in the early years of schooling and reports on best practice.
Author : Julie A. Davies
Publisher : Psychology Press
Page : 242 pages
File Size : 42,5 Mb
Release : 1995
Category : Curriculum planning
ISBN : 9780750704229
Since 1989, initial teacher training courses in England and Wales have recognized the need for teachers to take a lead in a school subject area in their first appointment. There is no longer a place for a primary school teacher (newly qualified or not) whose sole responsibility is his or her own class. Further, a teacher must have specific specialist knowledge and expertise in particular subjects which must be disseminated to the rest of the staff. A teacher also needs to develop the skills of communication, leadership and persuasion.
Author : Mike Askew,Sheila Ebbutt
Publisher : Nelson Thornes
Page : 124 pages
File Size : 42,6 Mb
Release : 1995
Category : Mathematics
ISBN : 9781874099307
This book offers a set of core activities covering all areas of number and is ideal for planning your daily mathematics lesson. Sections in the book broadly correspond to the programmes of study for number at Key Stage 1. A section on differentiation helps you assess children's progress and set extension work.
Author : Anonim
Publisher : Brilliant Publications
Page : 65 pages
File Size : 50,7 Mb
Release : 2024-06-28
Category : Electronic
ISBN : 9780857471154
Author : Jane Medwell
Publisher : Learning Matters
Page : 169 pages
File Size : 48,6 Mb
Release : 2015-03-19
Category : Education
ISBN : 9781473917590
Full of practical help and guidance, this is a must have for primary trainees on school experience, whether they are in a school-based or university-based teacher training programme. It begins by helping trainees to plan their own journey through training and beyond. Taking control of their own training in this way supports student teachers to approach the course with confidence, and secure their first teaching job. The book provides guidance on: adapting to working in school observing, planning and evaluating in school teaching on placement assessing, monitoring and reporting on children′s progress self-evaluation and how to pre-empt and resolve issues securing the first teaching job and succeeding in the NQT year For student teachers, the experience of school-based training is exciting but also challenging - this book supports them throughout and prepares them for the journey ahead. Student feedback on this book: "Having been on a variety of teaching placements myself, I know just how daunting and overwhelming experiences in school can be at times – even with a supportive mentor by your side! Hence, I felt that this book can smooth out and rectify those worries one may face during a school placement, and offers the reader a realistic insight into school experiences. In my opinion, the most useful chapter by far is the ‘Moving On’ chapter near the end of the book. This explains how to conclude a school placement, what to expect from an interview, and even how to set out a CV for a teaching position. This was not something I expected to find in this book however it was very much welcomed and is, in fact, a very important, valuable part of the book. This is the type of book you can buy on your very first day of teacher training and use well into your days as a newly qualified teacher." - Jasmin, Primary Teacher Trainee (University of Northampton)
Author : Jeni Riley
Publisher : Nelson Thornes
Page : 210 pages
File Size : 49,8 Mb
Release : 1999
Category : Education
ISBN : 074873516X
The requirements of the National Literacy Strategy are fully addressed in this book on teaching reading at Key Stage 1 and before. It features coverage of the structure and use of the English language and gives an explanation of classroom planning and management, based on an understanding of how children learn and progress. Included is also practical guidance on effective teaching practice, embedded in a modern theoretical framework.
Author : Anonim
Publisher : Nelson Thornes
Page : 628 pages
File Size : 51,7 Mb
Release : 2000
Category : Mathematics
ISBN : 074875511X
Author : Library of Congress,Library of Congress. Subject Cataloging Division,Library of Congress. Office for Subject Cataloging Policy
Publisher : Unknown
Page : 1160 pages
File Size : 55,8 Mb
Release : 2013
Category : Subject headings, Library of Congress
ISBN : MINN:30000009706940
Author : Library of Congress. Cataloging Policy and Support Office
Publisher : Unknown
Page : 1662 pages
File Size : 49,9 Mb
Release : 2004
Category : Subject headings, Library of Congress
ISBN : UOM:39015057968466
Author : Alison Millett,Margaret Brown,Mike Askew
Publisher : Springer
Page : 289 pages
File Size : 43,8 Mb
Release : 2007-07-11
Category : Education
ISBN : 9781402019159
Abstract. This introduction sets the scene for the remainder of the book by considering first the international context of widespread concern about the improvement of numeracy skills. This is related to reform movements in the United Kingdom, the United States and other countries aimed at modernising primary (elementary) school mathematics curricula. A detailed account is given of the National Numeracy Strategy in England, a systemic government-imposed response to concern about standards implemented in 1999/2000. This includes a discussion of the alternative meanings of numeracy. An earlier initiative sponsored by a United Kingdom charitable trust reacting to concern about primary numeracy was the Leverhulme Numeracy Research Programme. This large-scale longitudinal study and linked set of case-study projects, focusing on reasons for low attainment, took place during 1997-2002. This book, and each other in the same series, is based on results of that research. The timescale fortuitously enabled the research team to also report on some effects of the systemic reform in the National Numeracy Strategy. 1. THE INTERNATIONAL CONTEXT In many countries, there are recurring periods of national concern about the low standards of calculation skills shown by children in primary (elementary) schools. Recently, these concerns have become more urgent and more political with the publication of international comparisons of mathematical achievement, first at secondary and more recently at primary level (e. g. Lapointe, Mead, & Askew 1992; Mullis et al. , 1997).
Author : Narinderjit Gill,Jenny Tyrrell
Publisher : Routledge
Page : 210 pages
File Size : 49,5 Mb
Release : 2012-11-12
Category : Education
ISBN : 9781135713317
This handbook has been specially written for primary teachers who have responsibility for coordinating English at Key Stage 1. It goes step by step through every stage of coordinating English in primary schools and provides valuable information for teachers who are new to being a subject leader, as well as those with more experience. Full of accessible advice and suggestions for improving practice, the handbook shows how a coordinator can create policies and links that work, exploit resources to the best effect, and develop the knowledge and expertise that will raise school standards.
Author : Julie Fisher
Publisher : McGraw-Hill Education (UK)
Page : 228 pages
File Size : 42,8 Mb
Release : 2010-04-16
Category : Education
ISBN : 9780335238484
"This timely book will help teachers in KS1 to implement authoritative recommendations on transition from recent reviews of primary education, and convince senior managers and parents of the value of starting from the child. Its well-grounded arguments coupled with practical guidance will foster the development of principled and confident professional judgement." Wendy Scott, President, TACTYC "Julie is an excellent writer, leading her reader through the difficult arguments about what really matters in our work with young children. She explores the tensions around the different 'drivers' in Foundation Stage and Key Stage One teaching with sensitivity but with the same clear vision she shows in her earlier books. This is an important book for students, lecturers and teachers - and a must for heads and subject co-ordinators." Nick Swarbrick, Westminster Institute of Education, Oxford Brookes University, UK "Your common-sense, authoritative, warm and inspirational words...remind me beyond all doubt of why I went into teaching." Key Stage 1 teacher This practical book offers a series of strategies for promoting learning that meets the needs and interests of Key Stage 1 pupils, ensuring that the move from the Early Years Foundation Stage to Key Stage 1 is a positive one. It includes:Suggestions for implementing the recommendations of the Rose ReviewDescriptions and case studies of good practice that stem from established principles of learning and teachingReflective practice prompts at the end of each chapter Julie Fisher considers recent evidence about how children learn and questions whether current practice in Key Stage 1 optimises these ways of learning. Challenging the reliance on teacher-directed activity, she asks whether introducing more child-initiated learning could offer children a more appropriate balance of learning opportunities. Key issues include: The place of play in Key Stage 1Organising the learning day to include child-initiated activity Observation and assessmentPlanningThe role of the teacher This essential book is indispensable reading for students and practitioners in both the Early Years Foundation Stage and Key Stage 1.
