The Extra Practice Activities are designed so that teachers can assign different levels of activities on each unit to individual students according to their needs and abilities.
Extra Practice worksheets provide more coverage of the unit content for students who will benefit from more activities to consolidate their learning.
Revision worksheets provide a review of the unit content based on more challenging activity types, to reinforce what has already been learnt.
Extension worksheets are more project-based and encourage students to take what they have learnt and apply it to broader areas. The emphasis here is on production.
The Extra Practice Activities are designed so that teachers can assign different levels of activities on each unit to individual students according to their needs and abilities.
Extra Practice worksheets provide more coverage of the unit content for students who will benefit from more activities to consolidate their learning.
Revision worksheets provide a review of the unit content based on more challenging activity types, to reinforce what has already been learnt.
Extension worksheets are more project-based and encourage students to take what they have learnt and apply it to broader areas. The emphasis here is on production.
The Extra Practice Activities are designed so that teachers can assign different levels of activities on each unit to individual students according to their needs and abilities.
Extra Practice worksheets provide more coverage of the unit content for students who will benefit from more activities to consolidate their learning.
Revision worksheets provide a review of the unit content based on more challenging activity types, to reinforce what has already been learnt.
Extension worksheets are more project-based and encourage students to take what they have learnt and apply it to broader areas. The emphasis here is on production.
Pedagogical Content Knowledge (PCK) has been adapted, adopted, and taken up in a diversity of ways in science education since the concept was introduced in the mid-1980s. Now that it is so well embedded within the language of teaching and learning, research and knowledge about the construct needs to be more useable and applicable to the work of science teachers, especially so in these times when standards and other measures are being used to define their knowledge, skills, and abilities.
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