LEADER 02225nam 2200397Ia 450 001 996384919103316 005 20221107212318.0 035 $a(CKB)4940000000075051 035 $a(EEBO)2240953001 035 $a(OCoLC)12101499 035 $a(EXLCZ)994940000000075051 100 $a19850531d1649 uy | 101 0 $aeng 135 $aurbn||||a|bb| 200 10$a1649, the Scripture calendar$b[electronic resource] $eused by the prophets and Apostles, and by our Lord Jesus Christ, paralleld with the new stile, and our vulgar almanack : explaining the accounts, measures, weights, coyns, customes, and language, of Gods ancient people, and of primitive Christians : herein also are contained, besides others, these particulars : 1. The use, benefit, and necessity hereof, in the preface, 2. The heathen and Scripture names and order of the daies and months & why Sab. lect. are here put, 3. The Kalender itself, the contents whereof are shewed at the head, and there withall, of night-watches & day-houres in the New Testament ..., 4. A Scripture chronologie from the creation to Christ, 5. The pedigree of idol gods, to whose honour Heatherns didicated moneths, feasts and daies, and so named 7 planets, still kept up by Antichrist Verstegan 3. conformities, 6. of the number seven, its signification, feasts mysteries, and superstituons, 7. Daniels severall types of the 5 monarchies, opening part of Dan . 2.7.&8 ch. the fifth is at hand /$fby H.J., servant of Jesus Christ 205 $a[5th] Edit. corrected. 210 $aLondon $cPrinted by M.B. for the Company of Stationers$d1649 215 $a[62] p. $cill 300 $aAlternating 2 printed and 2 blank pages. 300 $aReproduction of original in Cambridge University Library. 330 $aeebo-0021 606 $aAlmanacs, English 606 $aEphemerides 606 $aAstrology$vEarly works to 1800 615 0$aAlmanacs, English. 615 0$aEphemerides. 615 0$aAstrology 700 $aJessey$b Henry$f1603-1663.$0792733 801 0$bEAA 801 1$bEAA 801 2$bm/c 801 2$bWaOLN 906 $aBOOK 912 $a996384919103316 996 $a1649, the Scripture calendar$92364155 997 $aUNISA LEADER 06056nam 22008533u 450 001 9910785896703321 005 20230126205742.0 010 $a1-283-60530-9 010 $a9786613917751 010 $a1-136-28045-6 010 $a0-203-11193-1 035 $a(CKB)2670000000242356 035 $a(EBL)1024474 035 $a(OCoLC)811505570 035 $a(SSID)ssj0000736718 035 $a(PQKBManifestationID)12289468 035 $a(PQKBTitleCode)TC0000736718 035 $a(PQKBWorkID)10773435 035 $a(PQKB)10542080 035 $a(MiAaPQ)EBC1024474 035 $a(OCoLC)810531481 035 $a(FINmELB)ELB134512 035 $a(EXLCZ)992670000000242356 100 $a20130418d2012|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aChildren's Learning in Primary Schools$b[electronic resource] $eA guide for Teaching Assistants 210 $aHoboken $cTaylor and Francis$d2012 210 1$aLondon ;$aNew York :$cRoutledge,$d2012. 215 $a1 online resource (265 p.) 300 $aDescription based upon print version of record. 311 $a0-415-53600-6 320 $aIncludes bibliographical references and index. 327 $aCover; Title; Copyright; Contents; Acknowledgements; 1 An Introduction; Primary education - a starter kit; But let's talk about you . . .; What does the book contain?; How is the book arranged?; How do we know if we are doing a good job?; 2 Different Types of Learning; What are primary schools trying to achieve?; What are we trying to do in lessons?; Subject-based learning; Transferable skills, qualities and attitudes; Bringing these types of learning together; Where do national guidelines fit in?; With so many different types of learning, how do we go about teaching? 327 $aWhich is the most important type of learning?Enjoying experiences; 3 Barriers to Learning; What barriers are we talking about?; Children who might have a difficult start to school life; Children whose first language is not English; Children with a special need; Personalized learning and individual programmes; How can we best support children with special needs?; 4 Before the Subjects Begin: The Early Years; The world isn't made of subjects; Where do we begin?; What important things do the children learn in this early stage of their school career?; In the classroom; 5 Art, Craft and Design 327 $aWhat are art, craft and design really about?Observational skills and describing what we see; Understanding and appreciating other people's art, craft and design; Doing art, craft and design; Materials, media, tools, techniques and processes; Transferable skills and personal qualities; 6 Citizenship; What is Citizenship really about?; The rich variety of cultures that make up our society; How the actions of one person are likely to affect others; How decisions are made in society; The importance of having good laws and abiding by them 327 $aKnowledge, understanding, skills, personal qualities and attitudesHow is Citizenship taught in schools?; 7 Design and Technology; What is Design and Technology really about?; Technology in society; What is included in Design and Technology in the primary school?; How Design and Technology usually happens; The Design and Technology process in the primary classroom; Additional notes on particular aspects of Design and Technology; 8 English; What are English lessons really about?; Language helps us to think clearly and learn faster; Language helps us to communicate with other people 327 $aStandard English - overcoming cultural differencesSpeaking and listening; Writing; Reading; Drama and role-play; Exploring English; The power of language; 9 Geography; What is geography really about?; What do the children actually learn about?; Geographical skills and enquiry; The broader aims of geography; 10 History; What is history really about?; What do the children learn about in their history lessons?; What skills do the children use to find out about the past?; Measuring time (chronology); Local history; History's breadth; 11 Information and Communication Technology (ICT) 327 $aWhat is ICT really about? 330 $aWhat does learning look like? What are different subjects really about? Why are transferable skills so important? How can we overcome the difficulties that children encounter in their learning? And what questions and prompts are likely to prove useful in helping children to get the most out of their lessons?The over-arching role of Teaching Assistants is to support teaching and learning in schools. To do this effectively, they need to understand the curriculum content of all the subjects in which they provide support and know what learning outcomes are sought. 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