A six-level course that gives children more vocabulary, more reading, and more lessons than other primary courses. Your pupils will definitely learn more!
Developmental Education is an approach to education in school that aims at promoting children’s cultural development and their abilities to participate autonomously and well-informed in the cultural practices of their community. From the point of view of Cultural-historical Activity theory (CHAT), a play-based curriculum has been developed over the past decades for primary school, which presents activity contexts for pupils in the classroom that create learning and teaching opportunities for helping pupils with appropriating cultural knowledge, skills, and moral understandings in meaningful ways.
Jumpstart! Thinking Skills and Problem Solving presents a collection of simple to use, multi-sensory games and activities which will jumpstart students’ understanding of problem solving in action. If you are one of the thousands of teachers looking for a range of practical and fun ideas to engage pupils in effective proactive learning, then this is the perfect book for you.
Specifically written to help teachers work within the guidelines of the new curriculum, activities in the book will help pupils to explore and learn a wide range of problem solving and independent thinking skills in an atmosphere of fun, mutual support and tolerance.
Equips children with essential writing skills and provides real inspiration. Cornerstones for Writing ages 7-9 is a comprehensive scheme of work supporting the writing process for young authors. A colourful interactive environment is used to establish clear audience and purpose, with six characters leading pupils step-by-step through the writing process. The CD-ROM features the use of ICT to support literacy and motivate learning and audio supported explanation text and differentiated planning frameworks to support less able pupils. There are also teacher options for monitoring, reviewing and commenting on pupils' work.
This book is about the perceptions of teaching and learning which are held by those who are most closely involved in the educational process or affected by itsuch as teachers, pupils and parents. The perceptions described here range from those of nursery staff working with children before they start school, to those of pupils and teachers in the early stages of secondary school. The issues covered include the nature of pre-school learning, the changing primary curriculum, the value of assessment, the seriousness of learning, the role of knowledge about language, and the nature of effective teaching and learning.
