1. identify and solve problems and make decisions using critical and creative thinking;
2. work effectively with others as members of a team, group, organisation and community;
3. organise and manage themselves and their activities responsibly and effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and/or language skills in various modes;
6. use science and technology effectively and critically, showing responsibility towards the environment and the health of others;
6. demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation;
7. reflect on and explore a variety of strategies to learn more effectively;
8. participate as responsible citizens in the life of local, national, and global communities;
9. be culturally and aesthetically sensitive across a range of social contexts;
10. explore education and career opportunities; and
develop entrepreneurial opportunities.
Integration of Themes:
Inclusively and Human rights: Everyone in a class deserves to be challenged. Special creative work should not be given to the bright learners only. Opportunities to extend, to experiment and to discover should be present to everyone in the class. This will encourage learners to try new methods, to learn from their peers and to take risks. Discuss in small groups whether we should be given work to make us think.
Practical experience with halves and quarters is given.
Number concept is extended beyond 200 and counting patterns stressed.
Learners are carefully guided to understand the rounding off of numbers to the nearest multiple.
Bonds of 17, 18 and 20 are introduced.
Number values and place values are taught with diagrams.
The multiplication tables of 10 and 5 are set out.
Learners can create their own patterns, and games for consolidating number facts are included.
Using their imagination they can create animals, using shapes.
Leaner section
Content
Activity: fractions with squares [lo 1.7, lo 1.10, lo 4.1]
Fractions with squares
Take a piece of paper.
Make sure the sides are the same length.
This shape is called a square.
Fold the square in half. Open the square.
Cut along the fold.
There are 2 pieces that are the same size.
One piece is called
a half .
Two halves make 1 whole.
Take another square.
Fold it in half in a different way, e.g.
LO 1.7
Fractions with triangles and rectangles
Take a piece of paper shaped like a triangle.
Fold and cut it in half.
Mark each piece, “one half”.
Two halves make 1 ____________________________
Do the same with a piece of paper shaped like a rectangle.
Fold and cut a rectangle in different ways.
Two halves make 1 ________________________________________
Draw circles around the shapes that have 1 half coloured in.
LO 1.7
Fractions with circles
Take a piece of paper shaped like a circle.
Fold and cut it in half.
Mark each piece; “one half.”
Questions & Answers
I'm interested in biological psychology and cognitive psychology
Communication is effective because it allows individuals to share ideas, thoughts, and information with others.
effective communication can lead to improved outcomes in various settings, including personal relationships, business environments, and educational settings. By communicating effectively, individuals can negotiate effectively, solve problems collaboratively, and work towards common goals.
it starts up serve and return practice/assessments.it helps find voice talking therapy also assessments through relaxed conversation.
miss
Every time someone flushes a toilet in the apartment building, the person begins to jumb back automatically after hearing the flush, before the water temperature changes. Identify the types of learning, if it is classical conditioning identify the NS, UCS, CS and CR. If it is operant conditioning, identify the type of consequence positive reinforcement, negative reinforcement or punishment
nature is an hereditary factor while nurture is an environmental factor which constitute an individual personality. so if an individual's parent has a deviant behavior and was also brought up in an deviant environment, observation of the behavior and the inborn trait we make the individual deviant.
Samuel
I am taking this course because I am hoping that I could somehow learn more about my chosen field of interest and due to the fact that being a PsyD really ignites my passion as an individual the more I hope to learn about developing and literally explore the complexity of my critical thinking skills