Continuity and progression, in the context of education, refer to the ways in which pupils' understanding builds and develops during their time in School. Cohen et al. (2010, pag 134) defines continuity as "an important educational principle, arguing that the curriculum that is planned must build on prior curricular experiences that the students have had." This requires the teacher to assess where the student is in intellectual development, knowledge, skills, organisation and so, in order that subsequent plan can stretch the pupil instead of rendering the learning boring or impossible. Planning for continuity requires to know previously what students have already done, thus during teaching practice one, planning for continuity was achieved after some time getting information about the students and, some meetings with the mentor, in which pupils' previous knowledge and abilities were discussed.
Experiences that children have about different educational transitions and in their family lives affect children and their capacity to adjust and to learn. There are two main transitions that must be bridged in order to promote continuity, these are: firstly, from kindergarten to primary school, and secondly, the transition from primary school to secondary school.
Continuity is usually promoted by developing a curriculum that states the general objectives and that is planned for curriculum coherence according to the knowledge of how each individual student learns. However, in the context of Spanish language subject in the school, where students are set in ability groups, and they start learning Spanish just after the transition from primary to secondary school, continuity can be achieved easily by just using differentiated plans that a...
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...ence possitively in progression. As an example, a new student who came to grade 10 in the middle of the course, did not participate in classes and she even was not able to talk until she made a friend one week later; after this, she became more participative and her self-esteem increased substantially.
In conlusion, continuity and progression are mainly enhanced by specific teaching procedures, parents-teachers regular progress meetings, specific school policies and the support for pupils self-esteem.
Works Cited
Dunlop, A., Hilary, F. (2002) Transition in the Early Years: Debating Continuity and Progression for Children in Early Education. Routledge. London.
Cohen, L. Manion, L. Morrison, K. and Wyse, D (2010) A guide to teaching practice. London: Routledge.
Howe, A., Val, R. (2011) Bridging the Transition from Primary to Secondary School. London: Routledge.
In this essay I will outline the curricular systems for the 0-5 age group in England and Scotland. I will examine in detail the planning and assessment provisions of these systems which allow early years practitioners to gain insight into children's learning and to aid them in that regard. I will draw comparison between the practices of these two countries where possible, and provide criticism of each.
Depending on the topic, certain pedagogies fail to facilitate the understanding that is necessary to continue a student’s growth in the subject. Connecting with the students is important, especially with our centennial generation, who need the social connection more than any other. They do not know a world before technology and the connections that it facilitates, the choice to voice opinions and be heard. This follows well with the training that I participated in this summer, Captivating Kids Hearts (CKH). Our school is promoting the activities, allowing us to integrate collaborative codes of conduct and positive affirmations. During our training we spent time learning how to connect with each other on a personal level, emotions were difficult, but what it has given me is the permission to take time to make better connections with my students. What I have found is that class seems to work smoother, and I expect to see other changes as the year
Tickell, C., 2011. The Early Years: Foundations for life, health and learning. An independent report on the Early Years Foundation Stage to Her Majesty’s Government. London: HMG
When confronting change, individuals may face perceived fears and challenges. Many current middle schools do not address the needs of middle school students as they transition from elementary to middle school (Akos,2004; Eccles, Midgley, et al., 1993). School personnel understand the problematic transition students embark on when moving from one level of schooling to another. The transition from elementary to middle school may be particularly challenging because it often involves substantial school and personal change at a time when most students are experiencing cognitive, physical, social, and emotional challenges that occur in puberty and have been coupled
My essay explores children and young people’s change to transitions. I know that transitions are important and a key part in each young child’s lives. I will be focusing on transitioning from nursery school to foundation stage although I am aware of the other transitions that occur in a child’s life, such as; transitioning from a child to going through puberty and becoming an adolescent. There are expected transitions which happen in a child’s life, such as; beginning schools whether it be nursery school or primary school. There are also unexpected transitions which may occur in a child’s life, such as; death and parent’s going through a divorce. Children may have not had the chance to build relationships with other children and take instructions
Moyles, J (2007) Beginning Teaching Beginning Learning in Primary Education, 3rd ed. London: Open University Press
Cohen, L. Manion, L. Morrison, K. and Wyse, D (2010) A guide to teaching practice. London: Routledge.
The job of a teacher is never easy but we have seen how cooperative discipline and enabling students to feel capable, connected and contributing can improve classroom management and maybe even our own moods. If we create an environment of mutual respect and give our students legitimate power of voice and choice in the classroom we will see positive results in improved student behavior and student achievement. Because when our students believe that they can succeed, they will.
First, understanding that children may have a preferred learning style, she incorporates into her lesson plans the strategies which address visual learners, kinesthetic learners, and audio learners. Most children do not have just one learning style, therefore, they benefit through different learning centers. Learning centers include the science center, the math center, the art center, the library, the writing center, and the dramatic play center. Next, she uses teacher centered strategies to lead many of her lesson plans so that she can guide and coach the children through the activities. Since the children are very young, she feels modeling and coaching the children are the most productive techniques. She does try to create lesson plans that vary in complexity and challenge the children based on their own ability
In conclusion, the educational journey doesn’t end. It may end in the traditional classroom sense but we will always be learning by experience and trial and error. It is my hope that I will always be in a state of educational progression throughout my life.
...S., … Killen, R. (2009). Professional Practice in Primary Education. South Melbourne, VIC: Cengage Learning Australia Pty Limited.
Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.
Reece, I and Walker, S (2005) Teaching, Training and Learning (5thed.) Sunderland: Business Education Publishers Limited.
To begin with, I believe that students learn best when the expectations that the teacher has for them in the classroom are clearly explained. In the primary grades especially, I believe that social and academic curriculum in the classroom are of equal importance. Many students come into school without knowledge of how to interact with others and are unaccustomed to rules and procedures. Thus, plenty of time should be spent on explicit instruction concerning the rules and procedures in the classroom, as well as the academic curriculum that is required by the state and school district. Some goals that I have for my social curriculum include how to interact with others effectively, waiting your turn to speak and being quiet when someone else is speaking, and how to make friends by treating others the way that you would like to be treated. While the academics in the primary grades will get the students ready for the intermediate grades, the so...
Rather than curriculum being just a formal document which is written by the government for teachers to implement in their classroom, Blaise and Nuttall (2011), give a different insight to what curriculum is. They break curriculum down into five different concepts; the intended curriculum, the enacted curriculum, the hidden curriculum, the null curriculum and the lived curriculum. (Blaise & Nuttall, 2011, pp. 82-95). These five concepts create a method of teaching where the students are learning through experiences. In order for this to happen, this method of teaching needs to be adopted by the teachers and the school. As stated in Marsh and Wills (2007),