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Learning and Teaching should be Inclusive
and Enjoyable |
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Toolkit Paper |
What it means for teachers |
How parents can contribute |
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1 |
Formative Assessment |
Teachers will show pupils how to
identify mistakes and improve using their own initiative.
There will be more emphasis on day-to-day support and giving feedback to
pupils as they work in the classroom. Pair and group work
will be important. |
Emphasise that
it is important to focus on doing as well as possible in on-going course
work. Stress how important it is to work cooperatively with
others. Encourage self-reliance, rather than relying on the
teacher to find mistakes. |
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2 |
Ethos |
It is important to create a positive
atmosphere of success. Pupils should feel safe and
comfortable. |
Focus on what your child has done
well. Emphasise the need to give respect to others and be
supportive to them. |
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3 |
Learning Environment |
The school should provide a
stimulating environment in which pupils learn in a relaxed situation. |
Emphasise that pupils should take
care of the school environment and encourage others to do so. Emphasise the need to contribute to a calm, relaxed,
positive atmosphere. |
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4 |
Partnerships |
Teachers work with pupils, parents,
other professionals and with the community at large. |
Become actively involved in the
wider life of the school. Help to heighten your child’s
awareness of pupils’ responsibilities to each other. |
| 5 |
Inclusion |
All pupils who are able to cope with
school education are provided for appropriately. Different
types and level of work are provided. Factors such as
gender, race and social situation are taken into account. |
Help your child to understand the
need to support others who find mainstream education more difficult.
Highlight for the school any issues which may need to be addressed for
your child. |
| 6 |
Challenge |
The learning environment should be
relaxed, but individuals should be given work which challenges them at
their own level. Pupils should be able to gain satisfaction
from succeeding is such work. |
Push your child to do their best in
tasks, and not just do the minimum to satisfy the teacher.
Ask your child how they have tried to meet the requirements in a
homework exercise. |
| 7 |
Questioning |
Teachers will adopt strategies which
draw all pupils into the question and answer process. All
pupils will be encouraged to engage with the work and will be encouraged
to ask their own questions. |
Encourage your child to ask
questions. Push them to tell the teacher when they are not sure
about something. |
| 8 |
What makes a good teacher? |
Teachers keep up-to-date with
professional matters. In class, they encourage pupils to
perform at their best and make a personal connection with them. |
Encourage pupils to make personal
connections with teachers. There are often opportunities for
pupils to share personal experiences with teachers. |
| 9 |
Direct Teaching |
Teachers adopt a range of teaching
approaches, including direct teaching of the whole class or groups of
pupils. |
Make your child aware that the
direct teaching in class must then be worked on by pupils individually.
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| 10 |
Learning Difficulties |
Learning and teaching approaches are
geared to individual pupils’ abilities. Teachers study
different types of learning difficulties. |
Encourage your child to take on
realistic challenges. Encourage your child to use the 5
questions for “metacognitive control”. |
| 11 |
Motivation |
Teaching aims to stimulate intrinsic
motivation, where the pupil develops genuine interest in the work. |
Try to find things in everyday life
which add interest to what your child is doing at school. |
| 12 |
Gifted/Talented pupils |
School work has elements which
develop the abilities of pupils with special gifts. |
If your child has special talents,
look for ways in which they can be given expression at home. |
| 13 |
Behaviour Management |
A variety of techniques is used in
the classroom to deal with discipline situations and to foster good
attitudes to behaviour. |
Ensure a stable, calm, ordered
environment in the home. The main Toolkit section contains
information relating to parents and discipline. |
| 14 |
Praise |
Whenever a pupil performs at a good
level for their ability, the teacher praises their achievement. |
Emphasise to your child that the
important thing is to make progress at their own level, however able
they may be. |
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Learning and Teaching
should be Flexible |
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Toolkit Paper |
What it means for teachers |
How parents can contribute |
| 15 |
Gender |
Teachers need to be aware of
different requirements of boys and girls. Their interests
and preferred learning styles may vary. A particular
national problem has been the underachievement of some boys. |
Boys, particularly, can be
encouraged to become in the wider life of the school, taking part in
activities which are not “macho”. It is important for all
pupils not be distracted by negative peer pressure. |
| 16 |
Peer /Self Assessment |
Pupils will be led to an
understanding of what a task requires. They will then carry
out assessment of their own work or other pupils’, using criteria
provided by the teacher. |
Encourage your child to work
independently. Ask them what they are trying to achieve in a
particular task and how they will know if they have succeeded |
| 17 |
Co-operative Learning |
Pupils will be set tasks which
require them to work with others. Cooperative skills, though not often
assessed in school, are seen as vital by employers. |
Help your child understand the
difference between cooperation and copying. Emphasise the
need for collaboration in the world of work. |
| 18 |
Target Setting |
Each pupil should know what their
goals are. Individuals should be able to succeed in meeting
appropriate targets. |
Encourage your child to be ambitious
to succeed, but to be realistic in their goals. Give
recognition to the successes which they do have. |
| 19 |
Accelerated Learning |
Teachers take account of recent
research on learning and teaching and make use of strategies to help
pupils learn more effectively. |
Talk to your child about how they
feel they learn best. Try helping them by making up
mnemonics for something they find difficult. Other Toolkit
sections have ideas (eg Learning Styles). |
| 20 |
Differentiation |
All pupils are given work which
suits their ability/stage. |
Make sure are aware of the level at
which your child is performing. Discuss this with the school
as appropriate. It is important that your child maximises
their potential. |
| 21 |
Flexible Learning |
The school curriculum is being
adapted to be more relevant to pupils’ needs when they leave school. |
Help your child focus on what they
hope for in the future and talk to them about how school can help them
achieve their aims. |
| 22 |
Study Skills |
Teachers encourage
pupils to develop good habits in on-going school work. They
also help pupils prepare for exams and other summative assessments. |
Help your child with
planning their work for a week. Help with their plan for
exams. Do they have a problem with social commitments or a
part time job? |
| 23 |
Skills and
Knowledge |
Pupils will be
taught information within the curriculum, but teachers will also develop
a range of skills which are important in life after school and outside
school. |
Encourage your child
to make use of skills (eg problem-solving, presentation skills, computer
expertise, creative skills etc) whenever possible outside school. |
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Learning and Teaching
should take Account of Multiple Intelligence |
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Toolkit Paper |
What it means for teachers |
How parents can contribute |
| 24 |
Teaching Styles |
Teachers adopt different approaches
according to the subject matter, and also to meet the different needs
and preferences of pupils. |
Discuss with your child the
different types of teaching they have experienced recently.
Why have things been done differently? What sort of work
does your child prefer? |
| 25 |
Multiple Intelligences |
Recent research has shown that
individuals have different types of ability. Teachers adapt
approaches to match pupils’ natural skills. |
Carry out a multiple intelligence
self-assessment with your child. Help them to identify the
sorts of abilities they have. Emphasise the value of these skills.
The main Toolkit section will help here. |
| 26 |
Learning Styles |
Research has shown that different
people learn most effectively in different ways. Teaching exploits this
to present pupils with work in different ways. |
Carry out a learning styles
self-assessment with your child. Help them focus on approaches which
will suit them. The main Toolkit section will help here. |
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Learning and Teaching
should meet the needs of the Whole Learner |
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Toolkit Paper |
What it means for teachers |
How parents can contribute |
| 27 |
Self Esteem |
Teachers encourage pupils to feel
good about what they achieve. Having a positive and
optimistic feeling about a subject is important for success. |
Spend time with your child, showing
an interest in what they achieve and giving praise for it.
Help them to feel good about themselves generally. |
| 28 |
Personal Learning Plans |
Each pupil compiles a record of
their progress and achievements. They also focus on what
they need to work on in the future. |
Help your child set goals for the
future. Ask them what has recently been put in their
PLP. |
| 29 |
Summative Assessment |
After the teacher has delivered a
course or part of it, there is a need to test pupils to see how well
they have learned the material. This information will be
recorded, and used in reports, for example. |
During the course, ask your child
how they are progressing towards their goals. The summative
assessment may then be discussed. Do they think it is a fair
reflection of their ability? Do they need to change their
approach for the next block of work? |
| 30 |
Planning |
Teachers need to plan ahead to
ensure that the curriculum is covered and that all pupils are catered
for appropriately. |
The school may be able to provide
you with plans which it has for your child. If so, take time
to look at these and discuss them with your child. |
| 31 |
Diagnostic Assessment |
Teachers test pupils to assess how
well each individual is progressing. The results can then
influence how the teacher approaches subsequent work. |
Help your child make their own
diagnosis of progress so far. What have they learned?
What have they had difficulty with? What do they feel they
need for the future? |
| 32 |
Emotional Intelligence |
Teachers respond to recent research
on how our emotional state and attitudes can influence how we succeed.
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Give your child a warm, loving
environment at home. Emphasise the positives in their life.
Provide support when they feel “down”. |
| 33 |
Planning |
Long term and short term teaching
plans are prepared. Plans are devised for individual pupils’
progress. |
Discuss your child’s planning for a
week’s work (including homework). Ask what the teacher plans
for them to achieve. |
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Learning and Teaching
should create Lifelong Learners who are Active Citizens |
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Toolkit Paper |
What it means for teachers |
How parents can contribute |
| 34 |
Homework |
Teachers give homework of many
different types. Some of it is not for marking, but rather
to prepare for a classwork task. |
Check on what homework your child
has. Make sure requirements are met. Check the
Homework Diary if there is one. Can your child make use of
material on the internet? |
| 35 |
Thinking Skills |
Teachers help pupils develop skills
in thinking things out for themselves. This is important for
their lives after school. |
There are a lot of fun things to do
with your child. Buy a book about thinking skills, or look
on the internet. The main Toolkit section has some
interesting ideas to follow up. |
| 36 |
Learning to Learn |
Teachers make use of strategies
which exploit research on effective learning. |
Encourage your child to think about
how homework should be organised. Help your child make up a
rap for something they are trying to learn. The main Toolkit
may help here. |
| 37 |
Teacher Self Evaluation |
Teachers take time to judge how well
they are doing their jobs and how they can improve. |
There are occasional opportunities
for parents/carers to express opinions on how effective they feel a
school is. School inspections may encourage such feedback. |
| 38 |
Roles and Responsibilities |
Teachers encourage pupils to become
involved actively in their community and society. |
Encourage your child to become
involved in community events/organisations and to take an active part in
the life of the school (extra-curricular, school council etc). |
| 39 |
Enterprise |
The curriculum will offer
opportunities to develop enterprise awareness and skills. |
Encourage your child’s creativity.
Encourage them to try new approaches and not just to stick with tried
and tested, “safe” approaches. |
| 40 |
Technology |
Schools make us of a wide range of
types of technology. The emphasis now is on computer
technology. The use of this is constantly developing. |
If your child does not have access
to a computer at home, it may be possible for them to be given access at
school, for homework. Consider what online resources may be
available to help your child. |
| 41 |
Independent Learning |
Pupils are given tasks which they
must accomplish without direct intervention from the teacher. This is
very important for life after school. |
Encourage your child to “go the
extra mile” in homework. Encourage them to use their initiative in such
work, rather than merely trying to comply with instructions. |
