Excellence &

Enjoyment
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HAZREENMAZLINDA ABDUL
RAHAMAN M20141000343
APIDAH BINTI AHMAD
M20141000358
EZAHNITA BINTI ILIAS
M20141000361
NUR SHAZWANI BINTI NOR ARZEMI
M20141000363

Excellence and
enjoyment learning

WHA
T

Excellenc
e&
Enjoyme
nt

Excellence and enjoyment

learning
Children and young people have told us that five
outcomes are key to well-being in childhood and
later life being healthy; staying safe; enjoying
and achieving; making a positive contribution;
and achieving economic well-being. Our ambition
is to improve those outcomes for all children
and to narrow the gap in outcomes between
those who do well and those who do not.
Every Child Matters (2004)

Excellence and enjoyment

learning
Personalisation is the key to tackling the persistent
achievement gaps between different social and
ethnic groups. It means a tailored education for
every child and young person, that gives them
strength in the basics, stretches their aspirations,
and builds their life chances. It will create
opportunity for every child, regardless of their
background.
Higher Standards, Better Schools for All (2006)

The Purpose of Excellence &

Enjoyment

Teacher

Student
School

TEACHER

Strengthen leadership of
teaching
Professional development - to
embed the principles of
effective of teaching and
learning

SCHOOL

Help school design broad and

rich curriculum

STUDENT

Skills
* C o mu n
er s
h
t
i c a t i on
o
h
t
i
w
i ng
k
r
o
*W
* Self Confdent

* Improving Own Learning and Performance

* Proble
c
i
t
s
a
i
m S ol v i
ng
* En t h u s

* Information Technology
r a ti
o
b
a
l
l
o
*C

on

* Cr e a
tivity

Excellence and enjoyment

learning
Designing
opportunities for
learning

Learning to
learn

Enjoyment
learning/Didik
Hibur

Assessment for
Learning

Excellence
and enjoyment
learning

1. Designing
opportunities
for learninG

Think About This

We wont meet the needs for
more and better higher
education until professors
become designers of learning
experiences
LARRY SPENCE (2001)

Develop a shared
understanding of
approaches to
planning
AIMS OF DESIGNING
OPPORTUNITIES FOR
LEARNING
Review planning and
planning procedures to
ensure efficient use
is made of available
planning resources and
guidance

Explore the planning

process, identifying
the key elements of
successful planning
Support teachers and
practitioners in creating
plans that meet the needs
of children

Consider how to reduce

unnecessary planning

Developing a shared understandingPrinciples of teaching & learning

DESIGNING
OPPORTUNITIES FOR
LEARNING

Key elements of
planning

Using existing Resources

principles For
learning and
Teaching

Principles For learning and

Teaching
Set high expectations and give every learner
confidence they can succeed.
Establish what learners already know built on it
Structure and pace the learning experience to make
it challenging and enjoyable
Inspire learning through passion for the subject
Make individuals active partners in their learning
Develop learning skills and personal qualities

Key elements of
planning

Key elements of planning

The planning process usually involves
moving from an overview to the
specific
Long-term plans
(Overall curriculum map)

Medium-term plans
(Term/half-term, each subject or linked
subjects)
Short-term plans
(Daily/weekly/unit, each subject or linked
subjects)

Key elements of planning

long-term
Shows the planned of work for each
subject or area of learning for a
year group
Planning usually takes place within
the context of an overall curriculum
map

long-term
.

Key elements of planning

medium-term
i

Planned sequence of work for one or more

subjects or area of learning for a period of
weeks

ii

Focus on organising coherent units of work

around clustered learning objectives and
their outcomes

iii

Context for learning and the learning

activities and teaching that will enable the
learning outcomes to be achieved.

medium-term
.

Key elements of planning

short-term
Cover a week, a day or a lesson and consist of
working notes for the structure and content of
a planned learning experience.
May contain details of key questions to ask,
success criteria and outcomes, teaching,
strategies and resources, differentiation and
assessment opportunities
The exact balance between detail in medium and
short term plans is something to be decided at
school level

short-term
.

0rganising work to enhance crosscurricular links

0rganising work to enhance crosscurricular links

Planning for inclusion

When planning, teachers should set high
expectations and provide opportunities for all
pupils to achieve, including boys and girls, pupils
with special educational needs, pupils with
disabilities, pupils from all social and cultural
backgrounds, pupils from different ethnic groups
including Travellers, refugees and asylum
seekers, and those from diverse linguistic
backgrounds.
National Curriculum handbook for primary teachers
(QCA, 2000)

Three principles of inclusion

Learning
objectives
(Setting suitable
learning
challenges)
Teaching Styles
( Responding to
childrens diverse
need)

Access
(Overcoming potential
barrier to learning)

three principles of inclusion

Planning
for
inclusion
may not
involve
planning
for every
child to
work
towards
Learning
the same
Objectives
learning
objectives

Varying
teaching
styles to
take
account of
the ways in
which
different
children
learns
Teaching
Styles

Children who are capable

of working towards the
same learning objectives
as
their
peers
may
nevertheless experience
real or perceived barrier
to their learning. It is
essential
that
consideration is given to
overcoming
these
potential barriers. This
may need to be at the
whole-school level.

Acces
s

Elements of planning for inclusion

Lesson structure
A route map for teachers or
practitioners and learners
A series stages that support
learning by introducing, developing
and reviewing the knowledge that
is the focus of the lesson
Varying levels of support for learning at
each stage & Varied timings for different
stages within the lesson

Class observation

Using existing
resources

Planning resources

Teachers can access any resources in

addressing the learning needs of
children
Example in UK
1. Planning for learning in the foundation
stage
2. National Numeracy Strategy unit plans
3. QCA scheme of work
4. NLS planner and unit plans

2.Learning
to learn

4. Enjoyment
learning/
Didik Hibur