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Policies And Requirements Governed By Ofsted Education Essay

For a tutor to work, subject content knowledge is paramount. Corresponding to Schulmans newspaper, effective teaching is heavily dependent on mastering in-depth knowledge of the subject being shown, (ii) pedagogical content development, and (iii) understanding of curricular development

According to INTIME (2001), content knowledge includes what Bruner (as cited in Shulman, 1992) called the "structure of knowledge"-the ideas, principles, and principles of a particular discipline. Specifically important is content knowledge that deals with the teaching process, including the most useful kinds of representing and connecting content and how students best learn the specific concepts and matters of a subject. "If beginning teachers should be successful, they need to wrestle simultaneously with issues of pedagogical content (or knowledge) as well as standard pedagogy (or general teaching rules)" (Grossman, as cited in Ornstein et al. , 2000).

Shulman (1986, 1987, 1992) created a Style of Pedagogical Reasoning, which includes a circuit of several activities that a instructor should complete once and for all teaching: comprehension, transformation, instruction, evaluation, reflection, and new comprehension (INTIME, 2001).

Therefore, I'd define subject matter knowledge in this context as being the thorough and in depth understanding of the subjects contained in the Country wide Curriculum and the guidelines for Personal, Friendly and Health Education and Citizenship, as well as how children learn, the ways that they could be taught and how the teaching process can be developed further through observation and representation of the effectiveness of the teaching methods working.

The results of a United kingdom research on principal numeracy (Askew et al. , 2003) recognized ten themes on which effective coaching of mathematics will depend on:

(i)Early release to numbers

(ii)From keeping track of to amount operations

(iii)Mental calculations

(iv)The need for meaning

(v)Physical representations and mental imagery

(vi)Calculators and computers


(viii)Home cultures

(ix) Instructor professional development

(x) Requirements and federal government initiatives

Touching briefly on many of these themes, an efficient mathematics teacher must recognise that children's experience of numbers is not always built after when they come to classes (Aubrey, 1997). Some children may have hardly any grasp of counting when they get started school Additionally, keeping track of was discovered as an efficient basis for the early years quantity curriculum. The usage of idiosyncratic icons to track record small amounts was found to be not as effective as the use of standard numerals in solving problems.

Effective educators build upon the data that children bring to college and they instruct the kids to count in a variety of social contexts (e. g Hughes (1986)). In addition they allow young children to feel free to use a number of ways to aid simple problem solving. Relating to Askew et al. (2001), instructing children links between known and derived number facts works well as well as is motivating these to use better counting procedures.

Understanding that every number operation can be associated with a number of possible meanings is very important to both computation and software to the extent that early meanings can limit later understandings (Nunes and Bryant, 1996;Team and Hart, 1981). For example in multiplication 10x3 could be said out as 10 multiplied by 3, 10 times 3Therefore careful use of terms is important in producing all of the meanings and a highly effective mathematics teacher must convey the knowledge of the variety of meanings that can be associated with computation sentences. The children need to be encouraged to learn calculations in a variety of ways and to choose the reading which makes undertaking the calculation most effective (Askew et al. , 2001).

As children progress, there are distinctions in the mental images employed by low and high attainers in a way that standard written algorithms, which provides productive methods when they are realized, lead to problems if children are unable to reconstruct them (Askew et al. , 2001). Therefore an effective teacher must have the ability to identify whether a child is auditory, visual or kinaesthetic. This will likely determine the most effective way for the kid to reconstruct algorithms. However, some experts are of the judgment that employed in a organized and systematic way with a restricted but effective set of representations may be more helpful than offering children a wide range of representations (Anghileri, 2001).

Initial educator education can achieve success in enhancing students' behaviour to mathematics but a deeper understanding of the mathematics in the primary curriculum is more important for effective coaching than higher numerical skills (Askew and Education, 1997).

In order to work, initial instructor education and carrying on professional development needs to be linked, suffered, and address broadening views about mathematics. A connected understanding of subject knowledge is important, together with links to applications, representations, school room tactics and children's learning (Ofsted, 2012a).

An effective British teacher demonstrates mastery of the British terms theory and practice, has good communication and control skills, is fair and motivates students. This instructor can also identify he language skills levels of the individual students and can find ways to ensure that no-one is left behind with respect to the low attainers. Furthermore, a highly effective English teacher provides lot of considered to ways of stimulating the love of reading, writing and spelling.

Ofsted information on English in institutions show that there is spectacular provision and effective practice in institutions. However, standards aren't yet high enough for all those pupils and there has been inadequate improvement in primary schools (moving English frontward). The Ofsted record (Ofsted, 2012) found that attainment in British has risen in secondary academic institutions since 2008 but there's been no improvement overall in attainment in British in primary university. According to the report, the quality of coaching was good o remarkable in 10 of the lessons seen, In these lessons, coaching programs were clear about the key learning for pupils, teaching was adaptable and taken care of immediately pupils' needs as the lesson developed, and responsibilities were meaningful, providing pupils real audiences and contexts where possible.

As noted by Ofsted (2012) in their survey, the grade of pupils' learning was hampered in weaker lessons by a number of misconceptions about what takes its good lessons. The factors that were found to most commonly limit learning included: an unnecessary tempo; an overloading of activities; inflexible planning; and limited time for pupils to work independently. Learning was also found to be constrained in institutions here teachers concentrated too much or prematurily. over a narrow selection of test or examination skills. This is interpreted as lack of content knowledge whereby professors try to hide for their shortcomings by turning up excessive work on students so that there surely is virtually no time for a one-on-one exchange with the students.

Ofsted (2012) goes on further to state that in the majority of inspected schools which were found to be performing well; their British curricular were examined as being good or remarkable. The best colleges were those that had identified the specific needs if their students and designed a specialised curriculum to meet those needs. The survey concludes that more supplementary than primary institutions had outstanding management and management. It links this with the lack of subject matter specialists in key schools and shows that this is one of the reason why for slower improvement in British in primary schools.

Mathematics, Modern Foreign dialects and Literacy are three different curriculum topics which have distinct individual body of knowledge. The existing Coalition government in britain is placing particular emphasis on the importance of professors having 'subject knowledge'. It is not enough to suggest that outstanding teachers have secure subject knowledge and they are better teachers. Without a question of a doubt, having subject knowledge is essential, however this knowledge is of little value if teachers cannot communicate this knowledge to their students (Grigg, 2010). I will reflect on my encounters in teaching these three content (mathematics, modern overseas dialects, and literacy) in the next parts of this essay.

Prior to my placement, my insufficient subject knowledge for instructing mathematics inhibited me from confidently teaching the topic. I often believed a feeling of intense nervousness and frustration when I had to instruct complicated mathematical ideas. I developed my own mathematical skills and subject pedagogy by participating workshops and extensive reading. The internet has also been an extremely valuable learning resource for increasing my knowledge and knowledge of the Primary Mathematics Framework, understanding of mathematics over the seven strands of the construction for teaching. I am now starting to understand the foundation of common myths. Consequently, I have become a well informed teacher, who's more able to web page link different areas in mathematics and who is able to help her students making learning meaningful and transfer the skills and strategies learned to other things.

Research shows that great professors of mathematics attract on Shulmans three types of knowledge to be able to teach effectively. The first is having serious knowledge and feeling confident in your own knowledge. The second is having an understanding of the curriculum, this means having the ability to help facilitate knowledge of mathematical principles and procedures. Last but not least, it is important to comprehend which will be the most feasible and appropriate strategies and activities to learners of differing needs and ages (Silk cotton, 2010).

The recent legislation, Every Child Matters: change for children (2004) and Superiority and Enjoyment: learning teaching in the primary institution, which is inserted in the Primary Construction for Literacy and Mathematics (2006) aspires to ensure all children are trained well and acquire real equality of opportunity by learning with techniques that maximise their learning potential and consequently their chances of success.

There are a number of learning theories which may have guided my coaching and learning job. I strongly have confidence in the utilization of energetic learning. Resnick (1989) feels that knowledge is central to behaviour and thinking which experiential learning helps children acquire vital skills, test their thinking and develop a good attitude towards learning. Cognitivists such as Piaget and Vygotsky's (1978) focus on that knowledge is not passively received but is produced through "dialectical process tightly grounded in a cultural context". Within my placements, I often used interesting and functional activities. As students manipulated the materials (iPads, Smartboard activities, blocks, numicon and different multi-sensory activities) in categories or in pairs, they learnt to understand and remember complex principles. We also explored numerical ideas through exploration. In Geography, volunteers were asked to acquire and weigh the complete classroom waste at the end of the school day and estimated how much the content weighed before weighing it and saving the information. By the end of fourteen days, the class drew a series graph from the info using the laptop (ICT). This device offered several other exciting opportunities that developed student's knowledge and skills. For example: students wrote a notice to the headmaster suggesting their ideas for bettering the institution environment and lowering the quantity of rubbish (literacy) and in artwork the students designed a poster that motivates their peers to be mindful of our environment. The links between the subject matter helped children make meaning of what these were learning.

Much academic literature addresses the specific knowledge bases in the region of literacy, such as Eyress (2007) British for Principal and Early on Years: Developing Subject matter Knowledge, which compiles the essential information that teachers need to find out before teaching literacy. The e book helped me understand the literacy and linguistic knowledge required by the Country wide Curriculum and by the Literacy Construction of the principal Country wide Strategy. More important to me it mentioned the recent development and useful background knowledge about synthetic phonics. I found this book to be very useful for just two reasons. The primary reason being, it solidified any pre-existing knowledge I had fashioned about the `dos and donts` of sentence structure and fabricated phonics. Subsequently, the in-depth do it yourself- examination activity included at the trunk flagged up gaps in my own knowledge and skills. I recognized my insufficient knowledge and dealt with it by: learning how the British language works, this helped me further my understanding; participating English trainings at University; speaking with the Literacy co-ordinator at institution; observing other professionals teach and participating Teacher workout sessions. Some areas of improvement included focusing on how to instruct poetry, grammar and phonics. I feel that the process of self-reflection, also known as the metacognitive learning, has enabled me to get a critical awareness of my limits and capabilities and of my coaching practice. Heywood (2007) considers increasing "problematizing subject knowledge" (areas that are really difficult to grasp) through the use of self-directed change and learning "a profitable way of turning a deficit model of teacher subject matter knowledge into a positive experience with sizeable potential for the introduction of pedagogy. " (Heywood, 2007:519). My developing subject knowledge has boosted my assurance and consequently better my teaching skills and overall teaching.

The "Three Wise Men" survey (Alexander, Rose & Woodhead, 1992 cited Medwell, 1998), proposes the idea that "subject knowledge is a critical process at every point in the teaching process: in planning, assessing and diagnosing, task setting, questioning, explaining and providing feedback". Subject knowledge includes content knowledge, knowledge about how exactly students learn and knowing how to make ideas accessible to students (Shulman, 1987). Knowledge of content in literacy includes skills and knowledge (e. g. understanding of the linguistic system, knowledge of literature). The curriculum helps bring about four strands of words namely: writing being attentive speaking reading. (Rose Review, 2006). Success in literacy is assessed by the literacy skills students learn and what they do with these (Medwell et al, 1998). However, Medwell et al. (1998) declare that students battle to apply these skills and ideas to alternative contexts. Within their opinion, understanding of content in literacy should, therefore, likewise incorporate knowledge of how writing and reading are being used as tools for learning.

Every instructors goal ought to be to become familiar with each individual pupil on a personal and academics level. Children learn in several ways. By understanding children's preferred learning style (Gardner, 1991) and understanding the prerequisite skills for writing and reading teachers can help create a sound base for students to be successful. A great teacher not only is aware of this content well and how to make clear it but also recognizes the particular students are capable of. With this knowledge a highly effective teacher can to help students write, read and use their literacy skills and can effectively educate it.

Glatthorn (1990) is convinced that learning works more effectively when teachers web page link new content to childrens previous knowledge. This can help inspire them and wakes learners interest and makes instructions more important. This links together with Vygotskys (1978) concept of the area of proximal development, which agrees with Glatthorn learning should be important to the learner beyond the school room and in addition he suggests that children operate best when encountered by tasks that provide optimal problem levels.

During my previous placement we had been considering Tales from other Culture. I asked children to talk about folktales of their culture. We also possessed an International Day within our classroom. Students brought in a countrywide dish to share and wore traditional clothes. During "Show and Notify" they viewed their artefacts and told the class what and where these were from. This experience helped build a sense of owed and community and proved children how their culture concerns no matter where these are from.

My lessons made up of short introductions, accompanied by collaborative learning activities (e. g. conversing partners or group work) to maximise speaking and listening practice. I used a number of material to aid learning e. g. visuals (e. g. YouTube clips and images), differentiated teaching, role-play, games hands- on activities (discovery and inquiry science and maths), technology (e. g. animation in I. C. T; using PowerPoint in Literacy and making tables and graphs in Maths and Geography, Outdoor learning and learning through sounds and dance ( Spanish). It had been also important for me to find ways to encourage my class by causing links to lots of subject matter (art, maths, geography and literacy) using a theme or subject matter as a central main. For example, in Geography we looked at "Improving the surroundings" including collecting and documenting information to answer questions ( Literacy) methodical investigations, recognise patterns and use ICT to make graphs and present results ( Mathematics), using recycled materials for art. The cross-curricular methodology not only influenced the learners through establishing memorable experience but also provided children with skills which they can copy and apply in real life.

At the convert of the century, foreign language learning has been on the political agenda. Within the Government's National Languages Strategy, Modern international languages (MFL) have been progressively introduced to principal schools across the country (Languages for many: Languages for Life, DfES 2002). Michael Gove proposed to that acquiring a second vocabulary should be compulsory for children from the age ranges of seven, - this rules will be taking effect in 2014 (The Guardian, 2012). This decision was based on a report of foreign dialects skills among children in England who were ranked in the bottom of the desk (in European countries). Because of this the government felt the need to prioritise the topic and boost benchmarks in the subject. Schools receive the freedom to teach any one of seven foreign dialects, Spanish, Mandarin German, Italian, Latin French and ancient Greek Elizabeth Truss Education Minister wants to ensure that each child a good understanding of a vocabulary by get older eleven to become able to remain competitive in a worldwide jobs market.

My last placement experienced a Spanish specialist teach 30 minute lessons to all or any year communities. She used a great deal of visual supports games and music during those lessons. However, I've never seen her educating sentence structure of the language. I ask myself how children are expected to develop an understanding of the terms, speak using appropriate pronunciation, and point out simple ideas as the federal government hopes, if institutions do not spend money on training their employees to learn the dialect and also support the vocabulary learning. Spanish was a "standalone" subject in my school. Due to lack of language skills teachers were not able to help children learn or link it to other subject matter. I was able to use my basic Spanish skills to use the register in the day/afternoon, play game titles when they needed a brain respite, applied their knowledge of volumes in Spanish during the input and giving them simple commands such as " sit back, stand up, close the entranceway etc.

In concluding this essay I would say that educators' subject matter knowledge is definitely important, particularly if they desire to instil a feeling of trust and self-assurance in their students, and in themselves too. A tutor with inadequate subject content knowledge cannot present themselves confidently in front of the student because of the fear of being unable to answer probing questions from students. However, mastering subject content knowledge is not as easy as the policymakers wish to make it out to be. This is due to the popular adage that "a Jack of most investments is a expert of none". This jewelry true especially for primary school educators who have to instruct multiple subjects - it becomes harder to master everything because most of us have our strengths and skills. In the Osted record (Ofsted, 2012a) on "Moving British Forward" that we wrote about in the last parts of this article, Ofsted researchers uncovered that secondary schools perform superior to primary classes and it was suggested that could be due to the fact that secondary universities have professors who are mostly specialised for only one subject (and in rare cases a second meticulously related subject). As a result these teachers can continually improve themselves in their subject matter area superior to a primary school teacher who has to constantly juggle multiple themes. It might be time that major school teachers also acquired the chance to specialise in one subject matter - food for thought for the educational insurance policy makers.

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