Supporting core skills

• Published in: Supporting Children and Young People in Schools pp. 66 - 87
• Main Authors: Sawyer, Angela, Sheehan, Andrew, Tinley, Ian
• Format: Book Chapter
• Language: English
• Published: United Kingdom Routledge 2018; Taylor & Francis Group
• Edition: 1
• Subjects: Expanded Noun Phrases; Teaching Science Topics; Good Science Lesson; Child’s Scientific Understanding; Primary National Strategy; Completing Concept Maps; Reflection Points; QTS Skill Test; Assess Pupil Progress; Foundation Degree Students; Number System; Secure Subject Knowledge; Dialogic Talk; Lower Key Stage; Phonics Screening Test; National Numeracy Strategy; Past Exam Papers; Sen Co-ordinator; Prescriptive Lesson Plans; Sen; EAL Learner; Pedagogical Content Knowledge; School’s ICT Policy; Primary Science Curriculum
• ISBN: 9781138244603; 1138244600; 1138244619; 9781138244610
• DOI: 10.4324/9781315276854-6

This chapter describes the role of purpose and context for writing. It considers the use of dialogic talk and oral rehearsal to develop reading comprehension. The chapter explores subject knowledge to highlight the importance of secure understanding in order to support children's progression and development in number. It explains strategies for number acquisition and provides practical suggestions to exemplify key ideas and pre-empt errors and misconceptions. The chapter identifies strategies to develop inquisitive individuals, searching for 'how' and 'why' scientific concepts work rather than the 'what' works. It addresses how to engage children in thinking and working scientifically in order to promote a better understanding of the world around them. The chapter highlights ways in which children gain knowledge, skills and understanding. It explores in particular how English, mathematics and science are taught.