A Presentation on

The Revised Primary Curriculum in English

Language
 Outline
Session 1.2: Highlights of the National Pre-Tertiary Curriculum
Framework (NPCF)
Session 1.3: Introduction to the New English Language
Curriculum
Session 1.4: Understanding the Front matter of the English
Language Curriculum
Session 2.2: Creative Pedagogies used in English Language
lessons
Session 2.4: Assessment strategies used in English Language
lessons
2
Session 3.2: Teaching and learning resources for teaching English
 Outline
Session 3.3: Use of Instructional Time: Phases/Stages
of a Lesson
Session 3.4: Writing A Scheme of Work
Session 3.5: Lesson Planning
Session 4.2: Reflective Practice: Professional Learning
Community (PLC)/School-Based In-service (SBI)
Session 4.3: Roles and responsibilities of the Key Actors
in the PLC (DDE, CS, HT, CL/Coach and teachers)
Session 4.4: Coaching Sessions
3
PPT_1 Session 1.2: Highlights of the
National Pre-Tertiary Curriculum
Framework (NPCF

PPT_1 Session 1.2:

• Highlights of the National
Pre-Tertiary Curriculum
Framework (NPCF)
Outline of the Presentation

 The National Pre-Tertiary Curriculum Framework

(NPCF)
 Themes in the NPCF
 Guiding Policies to the Development of the NPCF
 Conceptual Framework of the NPCF
 Rationale
 Key Features
 Contemporary Issues addressed through the NPCF
Outline of the Presentation
 Values of the Curriculum
 Skills and Competencies
 Pedagogy and Assessment
 Learning Areas (Numeracy, Literacy, Creative
Arts, Science, etc)
 Organisation of the Curriculum
 School Time Arrangements
THE PRE-TERTIARY CURRICULUM FRAMEWORK

 THIS IS A GUIDING DOCUMENT THAT PROVIDES

POLICY DIRECTION TO THE REVIEW AND
IMPLEMENTATION OF THE PRE-TERTIARY
CURRICULUM
THEMES IN THE CURRICULUM FRAMEWORK

 The Context of the Pre-Tertiary Education Curriculum

 Guiding Policies for Curriculum Development
 Rationale for Reviewing the Curriculum

 Overview of the Current Curriculum

 The Role, Purpose, Vision and Philosophy of the Pre-

tertiary Education Curriculum

 Principles of the Curriculum

THEMES IN THE CURRICULUM FRAMEWORK

 Competencies and Standards in the Curriculum

 Assessment

 Phases and Learner Characteristics/Attributes

 Curriculum Subjects and Learning Areas

 Philosophy and Rationale for Curriculum Subjects

 Implementation of the Curriculum

GUIDING POLICIES TO THE DEVELOPMENT
OF THE NPCF
 1992 Constitution of Ghana
 Education Act 778 of 2008
 African Union Agenda 2063, CESA 16 - 25
 UN Sustainable Development Goal 4
 Education Strategic Plan 2018 – 2030
 National Development Planning Commission Agenda
2018 - 2057
 UNESCO Education 2030 Framework for Action
GUIDING POLICIES
 National Teachers’ Standards
 National Teacher Education Curriculum Framework
 ICT for Accelerated Development (ICT4AD) Policy
Framework
 ICT in Education Policy
 Adolescent Reproductive Health Development
 Ghana Reading Action Plan
 National Science, Technology and Innovation Policy
 National Pre-
tertiary
Education
Curriculum
Contextual
Framework
NaCCA 2017 Curriculum for
Change and Sustainable
Development
Rationale for Reviewing the Curriculum

 Fundamentally, the review of the

curriculum is to respond to a national
priority of shifting the structure and content
of the education system from merely
passing examinations to building character,
nurturing values, and raising literate,
confident, and engaged citizens who can
think critically.
NaCCA 2017 Curriculum for
Change and Sustainable
Development
 Key Features

• Provision for the acquisition of the 4Rs:

Reading, wRiting, aRithmetric and cReativity.
• Making Ghana a Mathematics friendly nation.
• Reintroduction of History of Ghana.
• Provision for the development of Core
Competencies (Foundational and Lifelong
Skills).
Key Features

• Strengthening the teaching of French and

the introduction of Arabic as Modern
Foreign Languages.
• Emphasis on learning-centred pedagogy
(differentiation, scaffolding and use of ICT
as a pedagogical Tool).
• Emphasis on inclusion and diversity.
Contemporary Issues Addressed
through the Curriculum
 Gender Equality and Equity

 Inclusive Education

 Comprehensive Sexuality Education

 Energy Efficiency and Energy Conservation

 Anti Corruption, Climatic Change and Green economy

 Sanitation
VALUES OF THE CURRICULUM
At the core of the school curriculum is the belief in
nurturing honest, creative and responsible citizens in
the Ghanaian child. As such, every part of the
curriculum, including the related pedagogy should be
consistent with the set of values:
 Respect
 Diversity
 Equity
 Commitment to achieving excellence
 Teamwork & Collaboration
 Truth & Integrity
 Foundational Ethos for the Work
Functional
Literacies Place
Competencies
How learners apply Applying academic skill and
How learners approach competencies in the world of
Core Skills to everyday
Challenges work
tasks

1. Literacy 1. Innovativenes
2. Numeracy 1. Critical s
3. Scientific Thinking and 2. Excellence
Literacy Problem
4. ICT Literacy 3. Persistence/
Solving Skills
5. Financial Grit
2. Creativity and
Literacy Team Work 4. Leadership
6. Cultural and 3. Communication 5. Ethics and
Civic Literacy Integrity
National
Lifelong Learning
Priority for
THE SIX CORE COMPETENCIES IN THE
REVISED CURRICULUM
 Critical thinking and problem solving

 Communication and Collaboration

 Cultural Identity and Global Citizenship

 Creativity and Innovation

 Digital Literacy

 Leadership and Personal Development

 OUR DREAM GHANAIAN CHILD
Global Citizen Creative
Independent
Good Moral Values Innovative

Team Leader Critical Thinker

Patriotic Problem Solver

Digitally Literate Team Player

Good Communicator
PEDAGOGY AND ASSESSMENT
 EMPHASIS ON THE SOCIAL CONSTRUCTIVISM APPROACH
TO LEARNING
 ACTIVITY-BASED LEARNING

 LEARNER-CENTRED CLASSROOMS

 TEACHER-CENTRED SCHOOLS

 LEARNING-CENTRED PEDAGOGY
PEDAGOGY AND ASSESSMENT
Modelling assessment in Ghana’s schools to improve
learning and to shape and direct the teaching-learning
process.

 National Standards Assessment Test (NSAT) to be to be

taken at the end of:
Basic Year 2
Basic Year 4
Basic Year 6
JHS 2
KG and Primary School
Subjects/Pillars

• Numeracy
• Literacy
KG • Creative Arts
• Our World and Our
People
KG and Primary School
Subjects/Pillars
• Numeracy
• Literacy (English & Ghanaian
Language)
• Science
• Creative Arts
B1 – B3 • History
• Our World and Our People
(RME, Agriculture, Computing,
Geography)
• *Physical Education
KG and Primary School
Subjects/Pillars
• Numeracy
• Literacy (English, Ghanaian
Language & French)
• Science
• Creative Arts
• History
• Our World and Our People
(RME, Agriculture,
Geography)
• Computing

• *Physical Education
ORGANISATION OF THE REVISED CURRICULUM
 Strands are the broad areas/sections of the subject to be
studied.
 Sub-strands are the topics within each strand under which
the content is organised.
 Content standard refers to the pre-determined level of
knowledge, skill and/or attitude that a learner attains by a set
stage of education.
 Indicator is a clear outcome or milestone that learners have
to exhibit in each year to meet the content standard
expectation. The indicators represent the minimum expected
standard in a year.
 Exemplar: support and guidance which clearly explains the
expected outcomes of an indicator and suggests what teaching
and learning activities could take, to support the
facilitators/teachers in the delivery of the curriculum.
School Time Proposal

 Literacy (English and Gh. Lang.) 15 Periods

 Mathematics 10 Periods
 Science 4 Periods
 Creative Arts 6 Periods
 History 4 Periods
 OWOP – RME 2 Periods
 OWOP – PE 2 Periods
 OWOP – Computing 3 Periods
 OWOP – Geography 2 Periods
 French 2 Periods
 TOTAL 50 PERIODS
School Time Proposal
 10 Periods per Day

 30 Minutes per Period

 1hour 30 minutes to be allocated to extra curriculum

activities at Primary School and cross curriculum studies
at later years
 3 1 2 3 4 5 6 7 8 9 10 Extra-Curricular
0 30 30 30m 30m 30 30 30m 30 30m 30m Activities
m m m m m
M A Literac Maths B Science Creative B Liter co Life and
S y Arts acy mp Psychosocial
S Skills: (Clubs,
NGO Activities,
Talks
Sensitisation
etc.)
T E Maths Liter Libr R PE History R Liter Lite Research,
M acy ary acy rac Science &
y Comm. Project
W B Literac Computing E Maths Litera RM E Science Entrepreneurshi
L y cy E p Dev., Guidance
Y and Counselling.

T Maths Literacy A Geo Creative A Comp Lit Library,

& Arts uting er Sustainable
ac Learning and
y Study Skills
Intr Introduction oduction
• Hello & Welcome
• House keeping
• Ground rules / freedoms
• Who is who & Introductions
• Our Expectations (why are we here)

NaCCA 2017 Curriculum for

Change and Sustainable
Development
32
 The Drop Block Problem

What will happen to the block of wood when the person

lets go of it?

33
34
35
36
PPT_3 Session 1.4:
Understanding the Front matter of
the English Language curriculum
Activity 1: Group Work (30mins)
 In your groups, play carousel to identify elements of the front matter of the
new English Language curriculum:
 rationale
 teaching & learning philosophy
 general aims
 specific aims
 core competencies
 instructional expectations
 Record your understanding of the above sections of the front matter on flip
charts.
 Share your work with the whole group.
SECTIONS IN THE ENGLISH
LANGUAGE PREAMBLE
 FOREWORD
 TABLE OF CONTENTS
 RATIONALE FOR PRIMARY ENGLISH LANGUAGE
 PHILOSOPHY
Teaching Philosophy
Learning Philosophy
 AIMS
General aims
Subject aims
 INSTRUCTIONAL EXPECTATIONS
NaCCA 2017 Curriculum for
Change and Sustainable
Development
SECTIONS IN THE ENGLISH
LANGUAGE PREAMBLE
 CORE COMPETENCIES
 LEARNING DOMAINS (EXPECTED LEARNING
BEHAVIOURS)
Knowledge, Understanding and Application
Language Skills
Attitudes and Values
 ASSESSMENT
 SUGGESTED TIME ALLOCATION
 PEDAGOGICAL APPROACHES
 LEARNING-CENTRED PEDAGOGY
 INCLUSION
SECTIONS IN THE ENGLISH
LANGUAGE PREAMBLE

 DIFFERENTIATION AND SCAFFOLDING

 INFORMATION COMMUNICATION TECHNOLOGY
 ORGANISATION OF THE CURRICULUM
 SCOPE AND SEQUENCE
RATIONALE FOR ENGLISH
LANGUAGE EDUCATION
 Special status of English Language.

 Effective communication skills to appreciate the values

and culture of others.

 Need to become members of the international

community

NaCCA 2017 Curriculum for

Change and Sustainable
Development
PHILOSOPHY

 Teaching Philosophy
 Two Philosophical Ideas: Developmental theory and the Social Constructivism.
 Children learn and develop language at their own pace as they interact with the
social environment around them. A good social environment promotes language
development.

 Learning Philosophy
As facilitators, teachers should promote interaction and
make learners be active in their own learning through
participatory and thematic approaches.

Learners’ differences in the language classroom should

provide the teacher with the background to support children.
AIMS OF THE ENGLISH
LANGUAGE CURRICULUM

GENERAL AIMS
 Develop appreciation and understanding of English Language.

 Make meaning of the English Language in ways that are

purposeful, imaginative and creative.

 Use English Language effectively in oral and written

communication.
AIMS OF THE ENGLISH
LANGUAGE CURRICULUM
SPECIFIC AIMS
 acquire the basic skills that will help them
decode any text.
 read age-level texts easily, fluently and with
comprehension.
 cultivate the habit of reading widely for
pleasure and information.
 acquire a wide stock of vocabulary and
understanding grammatical structures as well
as linguistic conventions for easy reading,
good writing and speaking.
AIMS OF THE ENGLISH
LANGUAGE CURRICULUM
SPECIFIC AIMS
 acquire a wide stock of vocabulary and
understanding grammatical structures as well
as linguistic conventions for easy reading,
good writing and speaking.
 write clearly, accurately, and coherently,
adapting their first language style in a range
of contexts for varied purposes and audience.
 read with pleasure literary materials and
appreciate a great stock of literary repertoire.
AIMS OF THE ENGLISH
LANGUAGE CURRICULUM
SPECIFIC AIMS

 acquire the skill of self-expression and be able

to communicate their ideas to different
audiences to achieve the intended purpose.
 develop and cultivate the skill and ability to
read the lines, in-between the lines and
beyond the lines; and to find out hidden
meanings and ideas.
INSTRUCTIONAL EXPECTATIONS

 Teachers are expected to:

 guide and facilitate learning by generating discourse among
learners and challenging them to accept and share
responsibility for their own learning, based on their unique
individual differences.
 select English Language content, adapt and plan lessons to
meet the interests, knowledge, understanding, abilities, and
experiences of learners.
 work together as colleagues within and across disciplines and
grade levels to develop communities of English Language
learners who exhibit good communication skills and positive
attitudes towards the learning of English Language.
INSTRUCTIONAL EXPECTATIONS

 use multiple methods to systematically gather data

about learners' understanding and ability in order to
guide the teaching and learning of English Language,
and also to provide feedback to both learners and
parents.

 design and manage learning environments that provide

learners with the time, space, and resources needed for
learning English Language.
 PPT_5 - Session 2.4: Assessment strategies used
in lessons in English Language

NaCCA 2017 Curriculum for

Change and Sustainable
Development
PPT_6 - Session 2.4: Assessment strategies
used in lessons in English Language

Activity 1: Group work (3mins)

Mini-debate
 Stand up and be in two groups.
 Select two speakers to represent your group (lead and
support).
 Pick your topic from the following and discuss it.
What is taught and learned influences what is assessed.
What is assessed influence what is taught and learned.
 Take turns to present your points in defense of your group
PPT_6 - Session 2.4: Assessment strategies
used in lessons in English Language

Activity 2: Pair/small group (5mins)

In your groups discuss the following:
 What is assessment?
 What forms of assessment do you do in your lessons?
 How do we assessed evidences of deep learning in the school
community?
 List 3 ways in which you assess your pupils/students in school.
 Why do you do these assessments?
 Get ready to share your answers with other participants.
Turn & Talk : Activity 3

What is assessment for learning?

What is assessment as learning?
What is assessment of learning?
 After 2 minutes, move round and ask another
participant to explain to you assessment “for”, “as”,
and “of”, learning.
 Write the explanations and also the name of the one
who gave the explanations. Share your partner’s
responses.

53
What is Assessment?
 The process of gathering and interpreting information about learning and
using the information to make decisions about teaching.
 A way of finding out whether teaching and learning objectives are achieved
and the extent to which learning has taken place.

 In the context of the English Language curriculum, assessment serves

the overall purpose of:
 providing information about learners’ progress and achievements in
relation to the Learning Targets and Objectives, thereby helping learners,
teachers and parents understand learners’ strengths and weaknesses, and
plan for further improvement.
Assessment may serve formative (assessment “for” and “as” learning) or
summative (assessment “of” learning)purposes.
Forms of Assessment
Formative assessment is on- Summative assessment is more
going assessment which formal overall assessment that
teachers conduct continuously happens only periodically (e.g. at
to look for specific information the end of a school term or
about learners’ progress to schoolyear) to measure
inform learning and teaching. attainment and provide a
comprehensive summary of
learners’ achievements at that
particular point of time.

 It is usually informal and It is usually carried out through a

carried out during the learning test or an examination.
and teaching process.
Areas of Assessment for Learning
used in English Language Lessons

Projects

Portfolios Homework

Assessme
Shared Writing
Assessment nts
and Process
Tasks for Writing
learning in
English
Oral Language
Learning Tasks
Presentations and Activities
Conferencing
Assessment as Learning
 Self-assessment
 Peer assessment

 Activity
 Read silently the Assessment section in the front
matter of the curriculum, page ...

 Refer to Assessment strategies in the resource packet

for further information.
 Achievement gains are maximized in context where educators
increase the accuracy of classroom assessments, provide
students with frequent informative feedback (versus infrequent
judgmental feedback), and involve students deeply in the
classroom assessment, record keeping, and communication process.

In short, these gains are maximized where teachers apply the

principles of assessment for learning.”

58
•How do we do
assessment for
learning?
59
Five instructional routines that support
teachers to elicit formative evidence of
learning in the classroom.

(1)Eliciting evidence through activating prior knowledge.

(2)Eliciting evidence through academic dialogue.
(3)Eliciting evidence through questioning.
(4)Eliciting evidence through observation and analysis of
student work.
(5)Eliciting evidence through peer and self-assessment

60
Assessment For Learning
• The paper before you contains statements
that can guide the teacher to do assessment
for learning. In your groups, write as many
points as you can to match the heading
provide for your group.
• Share your work with the whole group for
discussion.
61
Eliciting evidence through activating prior knowledge.

1. Identify students’ prior knowledge;

2. Understand students’ depth of knowledge;

3. Identify missing elements in skill or understanding;

4. Elicit misconceptions; and

5. Clarify where to begin instruction.

62
Eliciting evidence through academic dialogue

1. Develop and uphold classroom norms that promote a safe expression of ideas,
including emerging ideas or student misconceptions;

2. Establish opportunities to explore multiple viewpoints and solutions;

3. Ensure dialogue allows for equitable participation by all students;

4. Establish consistent use of both large and small group dialogue; and

5. Integrate opportunities for students to lead discussions or elicit evidence during

discussions.

63
Eliciting evidence through questioning

1. Plan questions in advance of the lesson that will prompt student thinking
throughout a lesson.

2. Use questions to engage in assessment conversations.

3. Apply the research on effective questioning. Use wait time, integrate

questions that encourage higher-order thinking, and employ pre-thinking
strategies (pair/share, pre-write) when asking cognitively complex questions

64
Eliciting evidence through observation and
analysis of student work.

Using multiple representations of learning helps teachers understand a more

complete picture of each student’s understanding. When planning to gather
evidence of learning, consider learning opportunities where student thinking can be
observed, including:

• Drawing • Diagrams • Graphs

• Concept maps • Model building • Investigations

• Student writing • Graphic organizers • Detailed outlines

• Student notes

65
Eliciting evidence through peer and self-assessment

• Teachers are not the only ones who elicit evidence of learning. In a formative
assessment classroom, students play a key role in eliciting and using evidence of
learning—through both self- and peer assessment.

66
Session 2.4: Use of a variety
of assessment strategies
Activity 5: Group work
 Be in 6 groups of 4-5.
 Each group should take a particular level.
 Select a content standard from a specific strand (e.g.
group 1 for level 1, strand 1).
 Give each group 15mins to design sample assessment
tasks.
PPT 6 Session 2.5:
Barriers to learning

68
PPT_7 Session 2.5:
Barriers to learning

Activity 1: Group work(10mins).

 In groups of four (4), identify and discuss barriers to learning.
 Record your findings on flip charts for presentation .

Activity 2:Group work(10 mins)

 In your groups , discuss how to address these barriers to

learning.
 Record your findings on flip charts.
 Share their work with the whole group.
69
 Ja n ua r y
2019

Inclusive Education Session

For English Language Teachers

Ayishetu Mikey Iddrisu

Gender and Vulnerable Populati ons Specialist
OBJECTIVES
By the end of the session participants will be
able to:
• Identify barriers to learning, particularly those related to the
cross-cutting issues (gender, inclusivity, and resources
availability).
• Explain how the standards-based curriculum will be used to
address the barriers in the classroom (Goal 2).

71
 1

What is inclusive education?

Ensuring equal access, participation and learning
for all children from diverse backgrounds and
abilities.
Reflection

73
Inclusive Education ( IE)-MOE/GES

Socio-Economic Special needs

diversity and disabilities
•Language •Children with diagnosed
•Ethnicity learning and physical
•Gender disabilities (deaf, blind).
•Gifted and talented children.
•Geographic •Children failing but with
•Religious minority undiagnosed learning
•Low Socio-Economic barriers (autism, dyslexia,
status etc.).

74
Activity: ‘What We Think We Know About Other’s

Find a partner you have not had the opportunity to meet before. Without
exchanging words, write down the follow by guessing:
• 1.Name of hometown. 2. Number of siblings. 3. What they enjoy doing.
• 2. Share these facts with your partners and have him/her correct your
answers.
Reflection question:
In the exercise you just did, raise up your hands if you were; a. accurate all
the time? b. Half of the time? c. Not all
• What informed your thinking? As a teacher what assumptions and
believes do we have concerning: Girls? Boys? Children with disabilities?
• What are the implications of these assumptions on our learners?

75
Who are the Learners?

Debate topic:
‘The children in our classrooms are homogenous ’

Group A : speaks for the motion

Group B: speaks against the motion

76
 Barriers to learning
Medical Model: “Child as the Problem”

Cannot learn

Needs special
Has a disability equipment and a
special teacher

Cannot get to Not accepted by

school others

Cannot follow the

curriculum

77
 Barriers to Learning
Social Model: “System as the problem”
• Inaccessible to • Too rigid
children with • Not adapted for
disabilities different learning
• Large class sizes styles

Poor School
infrastruct
ure and
Curriculu
equipment m

Lack of
Parental Teacher
• Ineffective PTAs involveme Training • Lack of skills in
• Lack of nt inclusive education
strategies
knowledge and • Negative attitudes
awareness of towards children
children’s with additional
learning needs learning needs

78
 Knowing Your Learners: why it matters?
Every difficulty Maintain a
Over-
Labelling
protection
is a learning teacher-centred
teaching style
Benefits
disability
•Results in •Lack of •Any child can •Hinders •Create a
psychologically safe
lower challenges experience teachers’ environment for
expectations difficulty in ability to tailor every learner.
of the children. and learning. teaching to
•Identify multiple

•Children stimulation •Difficulties can learners’

access points to the
curriculum to
internalise the to the child. point to ways needs. increase engagement
and success.
label, which •Dependency of improving •Often punish •Develop and
damages their teaching to children for demonstrate greater
on teacher
self-esteem address the not
emotional

and confidence and other learning styles

intelligence in the
knowing/learni classroom and
in learning. learners. of the learners. ng. provide;

Caning, kneeling, nick-naming, bullying, running in the sun are

not allowed as means of disciplining children (IE policy).

79
 Inclusive Education
IE is more than the education of persons with
disabilities in the regular school

It is about creating equitable opportunities in the

school and the classroom so that all children can
realise their potential.

No child's learning should be curtailed on

grounds of gender, ability, disability, language,
religion, wealth, status, etc.

80
BECOMING AN INCLUSIVE TEACHER

How to ensure inclusive learning

Universal Learning Design

Principles of universal learning design

• Multiple means of representation to give learners various ways of

acquiring information and knowledge;
• Multiple means of expression to provide learners alternatives for
demonstrating what they know; and
• Multiple means of engagement to tap into learners’ interests, offer
appropriate challenges, and increase motivation

82
 Different Pathways to Learning (UNESCO, 2004)

Pathways Children think and learn through:

Verbal or Written and spoken words, memory and recall

linguistics
Visuals Visual aids; use of art, easily-read maps, charts,
diagrams
Logical or Reasoning & calculation: use of numbers, abstract
mathematical patterns and precise measurement

Body or Movement, games and drama

Kinaesthetic
Music or Sounds, rhyme, rhythm and repetition
rhythmic
Interpersonal Group and cooperative work; understanding social
situations and relationships
Intro-personal Personal concentration and reflection; working alone
and being aware of their own feelings, strengths,
and weaknesses.
83
Differentiated Instruction

GROUP WORK :

Refer to Teacher Resource Pack

84
Differentiated Instruction

It means creating multiple paths so that learners

of different abilities, interests or learning needs
experience equally appropriate ways to learn.

85
Take home assignment

• Use the knowledge gained from the differentiation assignment to

develop a plan for a lesson.
• The assignment should be ready for the lesson plan session tomorrow.

86
Discussion Questions
• Mr. Kofi the Class 3 teacher is generally happy with the performance of most children in his English Language class
but not Gary. Gary is the first to raise up his hand when a question is posed, he finishes his class exercise within
time, but his performance is the worst that the teacher has ever seen. In one of the lessons, Gary who had
decided not to raise up his hand was called by the teacher to respond to a question. To the teacher’s surprise,
Gary after a moment of silence voiced out to his teacher, “I hate English Language!” and in tears, he added…,
“don’t ask me questions please.” The teacher is left wondering what might be wrong.

During the INSET the teacher presented his plight to his colleague teachers. What is the teacher not doing right?
What will you advise the teacher to do to support Gary’s learning (suggestion should include practical classroom
strategies)?

87
 Where to find
resources and support?

Special Education Special schools as

Coordinators Parents assessment
centres

DIET ( district
Fellow colleague
Hospitals inclusive education
teachers
teams)

Online sources

88
Evaluation

• Take a sheet of paper and answer the following questions:(3 Min)

• What are you leaving behind after participating in this session?
• What one new thing did you learn?
• What questions do you still have?

89
CONCLUSION
• Know yourself: biases, stereotypes, interests.
• Know your learners.
• Look out for support and continue to learn.

90
THANK GOOD
YOU!

91