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Primary teachers.

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Introduction

"Teachers inspire and lead young people, helping them to achieve their full potential as fulfilled individuals and productive members of society" (http://www.gtce.org.uk). Primary teachers have an important place in the education system. They play a vital role in the learning process throughout the Foundation Stage, Key Stage One and Key Stage Two. Primary teachers need to be aware of the issues concerning the continuity and the progression in pupils', learning in terms of the curriculum and pupil adjustment, the strategies adopted by the teachers which enables the pupils to make a smooth transition and also the standards of attainment expected at the point if transfer. Continuity refers to the close relationship, which is needed between the learning objectives from one lesson to the next. This is achieved suitable amount of knowledge, skills and understanding running through a set of lessons. Progression refers to the need for children to build upon their existing knowledge, skills and understanding. ...read more.

Middle

For example in a reception class the children maybe encouraged to "model large anticlockwise and up-and-down letter movements, for example using sky writing, drawing in sand and painting" (The Curriculum Guidance for the Foundation Stage, 2000, 67). As the child progresses it will be given the opportunity to write the alphabet on paper and as they move into Key Stage One, the child would be taught how to write in joined-up handwriting. "Progression can only take place if the basis at different stages of development are secure and continuity will only be possible if subsequent lessons link closely with what has gone before" (Hayes, 1999, 80). Continuity and lesson objectives have to be taken into account whilst assessing the progression in children. Whilst in school the reception teacher assessed each child on a regular basis, this is known as formative assessment. The teacher assessed the children to see if they can recall their numbers and colours. This form of ongoing assessment helps children to improve the quality of their work and at the end of the year it will help the class teacher to write a report to the parents. ...read more.

Conclusion

The reception children also had the same break and lunch times with Year One. From this we can see that to make a successful transition from the Foundation Stage into Key Stage One both of the class teachers need to have a good relationship with each other. Towards the end of the year the reception teacher needs to inform the Year One teacher about each child and their strengths and weaknesses. The Reception class teacher can pass the assessments, the children's work and end of year reports to the Year One Teacher, so at the start of the next year the Year One teacher is well prepared and can know what to expect from the class. DfEE (2000) The Curriculum Guidance for the Foundation Stage Hayes D. (1999) Foundations of Primary Teaching Second Edition, David Fulton Publishers Teacher Traning Agency (2002) Qualifying to Teach Handbook of Guidance Autum 2002 www.gtce.org.uk www.canteach.gov.uk www.local.dtir.gov.uk An enquiry into the transition of primary children from the Foundation Stage to Key Stage 1 Regnum: 024081 - 1 - PR: 971 ...read more.

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