resource booklet - UNRWAAll photo subjects have given their written consent for the use of the photos in this publication. resource booklet. ... Students learn to communicate in a

Newly Appointed Teacher (NAT) Programme

resource booklet

Education Department – HQ AmmanAll copyrights reserved for UNRWA

NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT NAT

AcknowledgementsUNRWA HQA would like to thank writers in the Five Fields for their valuable input, LFO for their continuous support and UNICEF for their generous funding, all three of which allowed for the successful development of the NAT programme.

© 2018 United Nations Relief and Works Agency for Palestine Refugees in the Near East.

All rights reserved. The contents of this publication shall not be quoted or reproduced or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permis-sion of UNRWA. For enquiries about use or reproduction of the text or other parts of this publication, please contact UNRWA Department of Education, [email protected]. Where use or reproduction of this material is authorized by UNRWA, credit shall be giv-en to UNRWA and a copy of the publication containing the reproduced materials will be sent to UNRWA Department of Education, [email protected]. For copying or reproduction for commercial purposes, a fee may be charged by UNRWA.

The photos used in this publication do not relate to the materials directly. All photo subjects have given their written consent for the use of the photos in this publication.

resource booklet


Contents

Resource 1: A good UNRWA teacher...............................................................................................1

Resource 2: UNRWA curriculum framework summary..........................................................1

Resource 3: Cross-curricular themes..............................................................................................5

Resource 4: Planning questions.......................................................................................................7

Resource 5: Pair work.........................................................................................................................10

Resource 6: Being a resourceful teacher in challenging circumstances....................12

Resource 7: Classroom organization...........................................................................................13

Resource 8: Different classroom layouts....................................................................................14

Resource 9: Introduction to learning theories........................................................................15

Resource 10: Blank table for module 2, unit 1, activity 2..................................................17

Resource 11: Example answer for module 2, unit 1, activity 2.......................................18

Resource 12: The principles of UNRWA inclusive education policy..............................19

Resource 13: Group work..................................................................................................................20

Resource 14: Strategies to develop speaking and listening skills in theclassroom.................................................................................................................................................22

Resource 15: Creating a positive learning environment – classroom design.........25

Resource 16: Working with large classes...................................................................................26

Resource 17: Tips for organizing large classes........................................................................28

Resource 18: Making large classes feel small..........................................................................29

Resource 19: Classroom organization – building empathy and resilience...............30

Resource 20: Behaviour and sanctions.......................................................................................31

Resource 21: Respecting the environment..............................................................................32

Resource 22: Using visitors as an educational resource....................................................33

Resource 23: Sample long-term plan..........................................................................................35

Resource 24: Long-term planning template............................................................................37

Resource 25: Assessment for learning skills............................................................................38

Resource 26: Competency framework for teachers.............................................................39

icontents


ii NAT qualifying programme


Resource 1: a good UNRWA teacherAn UNRWA teacher, who is a role model for their students, is someone who:

• teaches in an interactive way that stimulates students’ interest• is committed to teaching to the best of their ability and to ongoing professional

development• has positive attitudes and builds constructive working relationships with their

students and professional colleagues• is open to and orientated towards twenty-first-century skills where relevant• is caring, culturally aware and emotionally sensitive• is creative, engaging and fun• shows tolerance, resilience and patience• always reflects on their teaching and its impact on their students’ progress• has good subject knowledge and pedagogical skills

Resource 2: UNRWA curriculum framework summaryUNRWA curriculum frameworkUNRWA has used the Host country/authority curricula in its schools since its establish-ment. This enables its students to take state examinations at the end of each cycle and to transition to Host country/authority upper secondary and university education. As an independent United Nations Agency providing humanitarian and development assistance, UNRWA has no mandate to change any Host government textbooks. Host governments view curriculum development as a matter of national sovereignty as do all member states of the United Nations. Through UNRWA Curriculum Framework, the Agency works to enrich and add quality to the curricula of the Host country/authority by reflecting the aspirations of the UNRWA Education Reform Strategy, which describes a curriculum that:

• develops the full potential of all Palestinian refugees• supports an holistic approach to learning, personal and social development• combines subject learning, skills and attitudes to develop competencies• provides equal access for all students to quality education• promotes critical thinking, problem solving, team work and creativity• engages students in active learning that excites imaginations and extends their

horizons• promotes a culture of human rights, conflict resolution and tolerance (UNRWA

2013)

The aims, values and principles through which the Curriculum Framework has been devised are set out below.

1resource booklet


The curriculum framework aimsA high-quality curriculum framework should enable all young people in UNRWA insti-tutions to become:

• proud Palestinians who cherish their identity, culture and heritage • successful lifelong learners who fulfil their potential • confident young people with the life skills to achieve personal well-being, and

face an increasingly complex future • active citizens who can contribute positively to their local and global communities

The curriculum framework valuesA high-quality curriculum framework is underpinned by clear values that ensure that education is consistent with these aims, and also that the young people themselves espouse these values in their lives. The values underpinning the UNRWA Curriculum Framework are:

• achievement of every student’s full potential• commitment to justice, tolerance, inclusiveness, diversity and human rights• pride in Palestinian identity, heritage and culture• respect for nature, the environment and sustainable development• adherence to UN values

The curriculum framework principlesThe UNRWA Curriculum Framework is based on a clear set of principles that must per-vade every part of education. These principles will assure the curriculum framework’s quality and will ensure that young people receive the very best education. A high-qual-ity curriculum framework should be:

• broad and balanced, integrating learning and emphasizing connectivity between subjects

• learner-centred, active, practical and encouraging independent thinking and creativity• relevant to students’ lives, responsive to their needs and set within the context of

the Palestinian refugee community• flexible and providing a variety of learning opportunities• inclusive, and free of bias, respecting diversity and human rights

A high-quality curriculum should:• promote high standards of attainment• focus on depth of learning and quality of understanding• promote the key competencies that enhance learning

2 NAT qualifying programme


• enhance students’ personal development and support their well-being• enable students to value their Palestinian culture, heritage and identity• reflect UN values

The curriculum framework student competenciesThe competencies within the Framework are those which are considered crucial to cre-ating autonomous, independent, but individually and socially aware citizens. Their ac-quisition by UNRWA students is central to the vision of the Reform. They are:

• critical and creative thinking• constructive learning• communication and literacy• cooperation• citizenship

The expectations of each competency are set out below:

Critical and creative thinkingStudents learn to use their minds creatively, effectively and independently, to solve problems rationally and to develop new ideas. They:

• plan and carry out investigations, using a range of sources to find information• sort and analyse information and come to conclusions• suggest and develop solutions to problems, using their imaginations to create

new approaches• evaluate different suggested solutions

Constructive learningStudents engage actively in the learning process, learn to work independently, and rec-ognize the steps they need to take to improve. They:

• set goals and monitor own progress• invite feedback and make changes to own learning• take the initiative and work independently• persist when learning is difficult

3resource booklet


Communication and literacyStudents learn to communicate in a variety of forms and contexts with a range of audi-ences. They:

• read fluently and critically texts of all kinds on paper and screen• speak clearly and confidently, and listen carefully and respectfully to others• write and present a range of ideas, in a wide variety of forms and with awareness

of different audiences • use a range of media to communicate their ideas

CooperationStudents learn to work cooperatively and constructively with others in a variety of sit-uations. They:

• work collaboratively towards common goals• are tolerant of others and respectful of differing views• adapt behaviour to suit different situations• negotiate, respecting others’ rights and responsibilities, and use strategies to re-

solve disputes and conflicts

CitizenshipStudents learn to be good citizens of Palestine, their host country and the world. As good citizens, they understand to care for the environment. They learn to appreciate the importance of their own culture and heritage and also other cultures and beliefs. They:

• recognize their social responsibilities and rights and the need to contribute to society

• act responsibly towards the environment• value and respect their own and other cultures and beliefs• respect UN values and human rights



Resource 3: cross-curricular themes

Palestinian History and Culture

concepts, values and principles strategies and implications

• Knowledge and awareness of Palestinian history and culture

• Respect of and interest in Palestinian national events

• Knowledge of relevant UN Resolutions, including GA resolution 194* pertaining to the Question of Palestine

• Appreciation of Palestinian heritage and culture

• Preserving Palestinian heritage and culture

• Integration throughout co-curricular activities, such as school contests, lectures, presentations, wall magazines, drama, folkloric dance, brochures, etc.

• Organizing and participating in Palestinian national celebrations and events

• Celebrating the key events in the national history of Palestine

• Enrichment of the school textbooks with topics about Palestinian history

Human Rights Education

concept, values and principles strategies and implications

• Understanding of and respect for UN values

• Respect of human dignity and life• Non-discrimination• Tolerance and respect• Rights and responsibilities• Understanding rights of Palestine

refugees under the Universal Declaration of Human Rights and other General Assembly resolutions, including GA resolution 194*

• Integration throughout the curriculum; integration in carrier subjects; stand-alone approach

• Extra-curricular activities (camps, play, exhibitions, visits, inviting visitors)

• Celebrations of Palestinian and Human Rights Days

• Simulation activities• Participation of students in school

parliaments, school committees

Information and Communication Technology (ICT)


• Knowledge of ICT uses in facilitating communication

• Capability to use ICT competently and safely in life

• Keeping abreast of latest advances in ICT

• Internet use (competence and safety)

• Incorporating ICT into school subjects and co-curricular activities

• Building on what students do outside the school

• Participating in related exhibitions and contests

5resource booklet


Environmental Education


• Climate change• Environmental problems:

• pollution• ozone depletion• desertification and deforestation

• Recycling• Energy use• Diversity of environmental system• Environmental planning• Sustainable development

• Integration throughout the curriculum (science, social studies, Arabic language, health, etc.)

• Celebration of universal days of … environment etc.

• Coordinate between schools and local community on these issues in:• symposiums• festivals• exhibitions• field visits• competitions between schools

and students• projects and initiatives• positive practice in schools

Health and Life Skills


• Community cognitive skills (self-esteem/anger management/protection from abuse)

• Risk and self-management• Communication (social/inter/

intrapersonal)• Decision-making (critical and creative

thinking)• Personal hygiene, hand washing and

tooth brushing• Physical exercise and fitness• Health risks associated with smoking

and substance abuse• Age and developmentally appropriate

reproductive health education• Healthy nutrition and diet

• Integration throughout the curriculum

• Focus days and lessons on specific skills

• Extra-curricular activities (role play/awareness seminars and symposiums/campaigns/community projects etc.)

• Participation in school committees• Skills-based education (learning by

doing)

* In paragraph 11 of General Assembly resolution



Resource 4: planning questionsThe important role that you play, as a teacher, is to ensure that students learn and make good progress so that they attain their full educational potential. By making the lessons more engaging and interesting, and using activities where students have to solve, in-vestigate and build up their own ideas by talking with other students, you will support deeper learning and better progress for each student. Such active engagement helps students to develop their critical thinking skills and valuable life skills, such as analysing the evidence in an objective manner, as they will become more competent at being able to analyse situations. Such skills are crucial for learning in school but are also im-portant skills in everyday life so that students are able to make choices in their life using the best possible information to guide their decision-making.

Good planning is a crucial part of being a good teacher. This resource focuses on a num-ber of questions to help you plan effectively.

1. What are you going to teach? Using the curricula for your country and school will help you identify the content that you need to teach for each grade. Use the textbook to help you too, but focus on how you can make the textbook content more stimulating and interesting. For example, if the topic is classification of animals, think about how you could introduce the topic in a way that starts them thinking more deeply – perhaps by using a collection of pictures of animals so that students could discuss the ways they could be grouped.

2. What you want the students to learn?Each lesson needs to have clear learning objectives or intentions. These are statements that show what each student should know and understand or be able to do (skills and competencies as designated in the curriculum framework) at the end of the lesson or at the end of a series of lessons. For example:By the end of the lesson, students should:

• know and understand the main animal groups• be able to sort animals into groups using key characteristics• understand how to divide numbers from 1 to 20• be able to use the future tense correctly• be able to listen and respond appropriately to each other in discussions• be able to raise their own questions about the subject or issue

3. How will you start the lesson? how will you capture the students’ interest?The way you introduce a lesson can make all the difference to the way students engage and to whether you meet the intended learning outcomes. Using a striking stimulus such as an interesting picture, a short story related to the topic or another kind of visual/audio aid, or a group activity such as brainstorming the new topic can make a real difference to student participation, so it is important to consider your introductions carefully.

7resource booklet


4. What will you do in the lesson? when will you do this?Having introduced the topic, how will you extend students’ thinking, learning and skills? What are the best activities to assist students? For example, when doing classification of animals, a collection of pictures gathered from magazines, newspapers and books that students could sort into groups using different characteristics would be a good way to introduce or isolate some standard characteristics that define the animals. Being resourceful is important for teachers and students working in challenging circumstanc-es, and gathering resources to enhance your students’ learning environment will give them confidence and security in their setting (See also Resource 6: Being a resourceful teacher in challenging circumstances).

5. What questions might you ask? what questions might the students ask? Will you encourage your students to ask questions if they do not understand what to do or are confused? Questioning is an important tool for learning for both teachers and students, but remember there are both closed and open questions. As the name sug-gests, closed questions only require a yes/no or simple one- or two-word answer. “Is this substance a solid, a liquid or a gas?” is a closed question, whereas “What do you think will happen when we mix these substances?” is more open, as students have to think what might happen based on their previous experience and understanding. Think how the lesson lends itself to open questions and how different groups may have differ-ent responses to the same question. This provides further opportunities for students to think more deeply. For example, instead of just telling students in a science lesson why things fall downwards, why not ask them: “Why do you think things fall down? Can you alter the speed at which things fall down?”

6. What will the students do? when? where will they record any ideas or actions?Using the example above in point 5, you could give the students some newspaper and ask them to see how they can slow down the paper as it falls. Talking in pairs or groups about their ideas will encourage their thinking and creativity. Give them time to explore the question and then share their ideas, listening to alternative suggestions as to how to move forward before reaching agreement about the next step. As you hear what they have to say, pick up the examples that will help build up a true understanding and involve these students in showing what they have found out, how they did it and why. By linking their ideas together and providing a demonstration and summary of key ideas, you give the students a better understanding of both the processes of investi-gating and understanding about what they have found out. They will remember much more because they have investigated the problem themselves and seen you point out the significant evidence to support the concepts.

7. What resources do you need to do this? where will you get these or do you have to prepare them? when will you prepare them?If the learning outcomes and plan are set out clearly, you can easily identify any resourc-es you need. If the students identify another way of approaching the task, this could be done at another time, but always encourage students to identify feasible resources. If you plan ahead, you can give yourself time to gather resources together.



This is important when working in a school that does not have a wealth of resources. Some resources (e.g. newspapers, as in the example) may be easier to collect than others.

8. How will the students be seated? why? will you move them around in the lesson? if so, why and when?How you seat students during a lesson will give them messages about how you want them to work towards the intended learning outcomes. Setting up classroom routines that students can do almost immediately when requested to will help these transitions between class, group, paired and individual work much easier. If you have a large class and there is not a lot of room to move around, then setting up a routine where the front row turns round to the second row, the third row turns round to the fourth, and so on, and then dividing these facing rows into four means they are in groups very quickly ready to work. Spending some time setting up such simple routines can save a lot of time later on, as well as giving variety to lessons.

9. How will you know what they have or have not learned? will you need to set home-work? if so, what will that be?At the end of a lesson, or even sometimes in the middle of a lesson, it is important to be aware of how well students are progressing. Asking them open-ended questions to explain what they have learned will help. You can also check their written work or go around and listen while they talk in groups. From this, you will be able to identify individuals who are able to help others because they understand well and also identify those who perhaps are having some difficulties. You can also gather evidence of groups that are able to function well, listening and responding to each other sensitively.

10. How will you end the lesson?Starts and endings of lessons are very important, even if you do not cover all that you intended. Making time to clear up properly or put unfinished projects in a safe place until the next lesson helps students to realize how much you value what they are doing. Drawing together the key parts of the lesson and summarizing what has been learned – either by asking them to explain or doing this yourself – helps bring the lesson to a clear end rather than letting it drift off. You may wish to set homework, tell them what will happen next lesson and/or ask them to think about a problem to keep them motivated. All these ways of ending lessons positively help to maintain interest.

9resource booklet


Resource 5: pair workIn daily life, people work alongside each other, speaking and listening, finding out what others do and how they do it. As we talk, we discover new ideas and information. This can happen in classes too through the use of pair work.

Why use pair work?Pair work is a natural way for students to talk and learn more. It gives them the chance to think and try out ideas and new language in a safe setting. It can provide a comfortable way for students to practise new skills and concepts, and works well with large classes. Pair work is suitable for all ages and subjects, because pairs can be arranged to help each other. It works best when you plan specific tasks and establish routines to manage pairs, to en-sure all your students are included, learning and progressing. Once these routines are es-tablished, students quickly get used to working in pairs and often enjoy learning this way.

Tasks for pair work You can use a variety of pair-work tasks, depending on the intended learning outcomes of the task. The task must be clear and appropriate so that working together and talking together help learning more than working alone. Possible pair-work tasks are described in more detail below.

Think–pair–shareStudents think about a problem or issue themselves and then work in pairs to work out possible answers before sharing their answers with other students. This could be used for spelling, working through calculations, putting things in categories or in order, giv-ing different viewpoints, pretending to be characters from a story, and so on.

Sharing informationHalf the class are given information on one aspect of a topic; the other half are given information on a different aspect of the topic. They then work in pairs to share their information in order to solve a problem or come to a decision.

Practising skills such as listeningOne student could read a story and the other ask questions; one student could read a text in English, while the other tries to write it down; one student could describe a picture or diagram, while the other student tries to draw it based on the description.

Following instructionsOne student could read instructions for the other student to complete a task.



Storytelling or role playStudents could work in pairs to create a story or a piece of dialogue in a language that they are learning.

Managing pairs to include allPair work is about involving everyone. Since students are different, pairs must be man-aged so that everyone knows what they have to do, what they are learning and what your expectations are. To establish pair-work routines in your classroom, you should do the following:

• Manage the pairs that the students work in and make sure they understand that you will decide the pairs to help them maximize their learning.

• Sometimes students will work in friendship pairs. Sometimes you could pair stu-dents of mixed abilities or different languages together so that they can help each other; at other times you could pair students working at the same level.

• Keep records so that you know your students’ abilities and can pair them together accordingly.

• At the start, explain the benefits of pair work to the students, using examples from family and community contexts where people collaborate.

• Keep initial tasks brief and clear.• Monitor the student pairs to make sure that they are working as you want.• Give students roles or responsibilities in their pair, such as two characters from a

story, or simple labels such as ‘1’ and ‘2’, or ‘A’ and ‘B’). Do this before they move to face each other, so you can be sure they are listening.

• Make sure that students can turn or move easily to sit to face each other.

Tips for successful pair workAs students work, tell them how much time they have for each task and give regular time checks. Praise pairs who help each other and stay on task. Give pairs time to settle and find their own solutions – it can be tempting to get involved too quickly before students have had time to think and show what they can do. Most students enjoy the atmosphere of everyone talking and working. As you move around the class observing and listening, make notes of who is comfortable together, be alert to anyone who is not included, and note any common errors, good ideas or summary points.

At the end of the task, you have a role in making connections between what the students have developed. You may select some pairs to show their work, or you may summarize this for them. Students like to feel a sense of achievement when working together. You don’t need to get every pair to report back – that would take too much time – but select students who you know from your observations have interesting ideas to share or will be able to make a positive contribution that will help others to learn. This might be an op-portunity for students who are usually timid about contributing to build their confidence.

11resource booklet


If you have given students a problem to solve, you could give a model answer and then ask them to discuss in pairs how to improve their answer. This will help them to think about their own learning and to learn from their mistakes.

If you are new to pair work, it is important to make notes on any changes you want to make to the task, timing or combinations of pairs. This is important, because this is how you will learn and how you will improve your teaching. Organizing successful pair work is linked to clear instructions and good time-management, as well as succinct summa-rizing – this all takes practice.

Resource 6: being a resourceful teacher in challenging circumstancesMany teachers work in difficult contexts. They may have large classes. They may have few resources. The students in these contexts are not always likely to have resources at home to compensate for limited school resources.

The following suggestions may help you to think more creatively about how to resource your classroom and lessons:

• Make maximum use of the local environment as a teaching aid: All schools have an environment that can be exploited for discussion, investigations and sources of classroom data (see also Resource 21: Respecting the environment).

• Make maximum use of the local community as a teaching aid (see also Resource 22: Using visitors as an educational resource): Parents and other family members are an important source for stories, for remembering what things were like in the past, and for having opinions on everyday issues and sharing their expertise .

• Exploit the communication systems currently in place: Nearly all communities now have access to the internet through computers and phones. Use the systems available to stimulate debate and discussion.

• Make teaching resources from materials around the school: Old boxes, maga-zines, newspapers etc. can all be turned into teaching resources.

• Encourage students to help build up a ‘bank’ of everyday materials that you can recycle to make models, displays etc.

• Cooperate with other schools, directly or by exchange of letters: This can be high-ly motivating for students and it opens up all sorts of possible exchanges of infor-mation (e.g. exchanges of information between urban and rural schools can lead to interesting comparisons).

• Let the school become a resource for the local community: One teacher described how mothers joined in the reading classes to read with students and this im-proved their own literacy.

• Set up a school garden: Plants can be grown in even a small area. Students of all ages can benefit from participating in the planning, planting, growing and use stages in the development of a garden. It can be a healing and calming activity.



Resource 7: classroom organization(See also Resource 8 and Resources 15-19)

13resource booklet


Resource 8: different classroom layoutsThe diagrams below show some different ways that seating can be arranged in a class-room. Remember that any layout you choose should be appropriate for the task and benefit the students; an ideal layout would support pair and group work, as well as indi-vidual and whole-class work. Some of the arrangements below are better suited to sup-porting pair work and group work without having to move too much furniture around.


Possible arrangements for group work/stations:

Possible arrangements for demonstration/discussion:

Possible traditional classroom layouts:

Teacher’s Desk Teacher’s Desk




Resource 9: introduction to learning theories Learning theories draw on the work of Western psychologists, and more recently so-ciologists. They are important because they have helped us develop our understanding of how we think that people learn and what the role of the teacher is in supporting learning. Crucially, learning theories can help us develop our understanding of:

• how we view knowledge • how we think children develop and learn • how children can be motivated and engaged in learning in school contexts• how we should teach and support children

The theories can be grouped into three main types, which are summarized below.

BehaviorismBehaviourism is based on the idea of stimulus response where behaviours, including learning, happen as the result of external stimuli, not internal mental processes. In education, this means a stimulus is controlled and given by the teacher and a re-sponse is expected from the learner. Behaviourists believe learners can be conditioned (trained) to learn in certain ways and so this theory is associated with repetition, rote learning, exercises and drills. The teacher is in control of all aspects of the classroom and learners have to follow instructions and are not expected to challenge any ideas or thinking.

Behaviourists think that learners will be motivated to repeat the desired behaviour if there is positive reinforcement such as praise or some other kind of extrinsic (coming from outside) reward.

Cognitivism and constructivismThese learning theories see learning happening because of internal mental processes that enable learning to happen.

Jean Piaget, a psychologist, was particularly interested in child development and proposed that children went through four stages in terms of learning that were very age-specific and the ability to reason was not thought to happen until children were in late primary school. Recent research studies have used his stages to describe some aspects of learning, but they have shown that even very young children can reason if given support and guidance from an early age.

As the brain matures, it will be able to assimilate and accommodate new ideas and form or integrate them into conceptual frameworks. Constructivists believe that learning in-volves active construction, not passive reception, and that learners will be motivated because they can set their own goals and work at their own pace. In the classroom, this means that the teaching role is more active, where the teacher helps and supports chil-dren in active exploration and meaning making.

15resource booklet


Social constructivismSocial constructivists view learning as a process that the learner is in control of and believe that understanding is built up through an individual’s interaction with their sur-roundings and with other people in all aspects of their lives, including school.

In social constructivism, social and cultural influences play a fundamental part in learn-ing. Learners need the support of more knowledgeable ‘others’ to build understand-ing and the opportunity to explore their developing ideas with other people who can, through dialogue and interaction, help stimulate thinking and build understanding. In the classroom, the teacher’s role is to encourage independence and collaboration through group work and more activity in the classroom.



Resource 10: blank table for module 2, unit 1, activity 2

Learning theory

Behaviourism Constructivism Social constructivism

Knowledge

Learning

Motivation

Teaching

17resource booklet


Resource 11: example answer for module 2, unit 1, activity 2

Learning theory

Behaviourism Constructivism Social constructivism

Knowledge

Students encouraged to

repeat and chant answers.

Current knowledge is built on with new

experiences.

New ideas and understanding, i.e. knowledge, is built

by sharing ideas with others.

Learning

Students are passive learners. Knowledge

is given and they have to remember. Lots of repetition

and testing.

Through activities, able to link new ideas

to current ideas. So are able to blend in new ideas to extend

understanding. Learners make the links themselves

mostly.

The students are part of a group of learners who work together and help each other learn

new stuff. The working together

is important and is called a community

of practice.

Motivation

Rewards are extrinsic; students

not encouraged to investigate

for themselves. Negative comments

may be also used, which does not help

students.

Students are encouraged to

be curious and to get their reward/satisfaction from

their success.

Students are stimulated by the challenge of the

teaching and their surroundings to seek answers for

themselves. Some extrinsic rewards

included, but they relate to students’ aims and interests.

Teaching

Teaching tends to be formal and didactic.

The student is expected to model

teacher’s behaviour.

The classroom supports students

participating in their learning. The teacher acts as facilitator and challenges through

questioning and activities.

Lots of group work and teacher works alongside students facilitating student investigations and

providing challenge and access to new

experiences.



Resource 12: the principles of UNRWA inclusive education policyThe following are the principles that underpin UNRWA understanding of inclusive ed-ucation.

1. Inclusive education is based on a belief in each child’s potential for learning and valuing all children and their different ways of learning equally: Not all students need to learn in the same way and not all students need to achieve the same things, but all students need to be supported to achieve according to their fullest potential.

2. Inclusive education is a human rights-based approach: The human rights-based approach entails that all children regardless of their gender, abilities, disabilities, socio-economic status, health and psychosocial needs have the right to access free quality education on an equal basis with others in the community in which they live in. UNRWA Fields of operation and schools need to, in collaboration with Host Governments, examine existing practices, which may undermine this right.

3. Inclusive education is a continuous process of improving the education system: It is about changing classroom practice and empowering schools and teachers to be more responsive and flexible to meet the needs of all children.

4. Inclusive education is about meeting the needs of all children with a special em-phasis on children vulnerable to exclusion and marginalization: Inclusive educa-tion requires identifying and addressing discriminatory attitudes and practices in order to reduce barriers to learning and participation.

5. Inclusive education reflects the social model of disability: The social model holds that people may have impairments but it is society, through attitudinal and envi-ronmental barriers, which disables them.

6. Inclusive education is about recognizing individual needs and providing support to meet these needs: It is necessary that any learning, psychosocial and health needs of children are identified early and that support is provided to prevent difficulties. UNRWA discourages the practice of class repetition and encourages continuous identification of needs and provision of support. Particular emphasis needs to be placed on identification of needs and support in the primary years of schooling.

7. Inclusive schools contribute to the development of inclusive communities: In-cluding all children in the same schools and classrooms will enhance social inclu-sion and acceptance of diversity. In this regard, social inclusion may sometimes be more important than learning achievement.

19resource booklet


Resource 13: group work

Why use group work?Group work can be very effective way of motivating students to learn by encourag-ing them to think, communicate, exchange ideas and thoughts, and make decisions. In groups, students can both teach others and learn from each other in ways that result in a powerful and active form of learning.

When to do group work?Group work can be used:

• at the start of a lesson or topic, to find out what students already know• during a lesson, to encourage understanding or to share views and opinions

about a topic• at the end of a lesson, to help students think about their learning and be clear

about what they know and what they still need to understand

Before you startBefore starting a group activity, be clear about what you want to achieve from it. It needs to have a clear purpose or learning objective. For example: ‘By the end of the activity we will be able to describe how rain is formed and what it does to our local landscape.’

Decide how you will divide the students into groups. You could use friendship groups, put similar personalities together, put different personalities together, make simi-lar-ability groups, make mixed-ability groups – or have no category at all. Which one will work best in the situation you are planning? You will also need to decide on the size of your groups. This may depend on the size of your class, but don’t make groups too large – everyone needs to be able to contribute. You may have to move furniture or perhaps have some groups outside.

When possible, give each individual a task to do in the group. These could include: re-corder of what’s said (scribe), organizer, spokesperson, someone to challenge views, someone to keep the peace, someone to link with other groups etc.

Plan enough time for the students to reach a conclusion as well as time at the end of the activity for each group – and you – to summarize the conclusions.



Introducing the group workOnce students are in their groups, explain that working together to solve a problem or reach a decision is an important part of their learning and personal development. Tell them what you expect of them in terms of behaviour (e.g. respect for each other, listen-ing, making decisions) and individual roles (e.g. spokesperson, recorder/scribe).

Explain the task clearly and have it written on the board as well. Tell the students what they have to do and what the outcome of their group work should look like. This is very important, because if they do not understand what they have to do, the session will get off to a bad start. Allow students to ask questions before you start, and be helpful with your answers.

Managing the group workAs they are working, check how the groups are doing, but resist the temptation to get involved too soon. Let them struggle with difficulties for a while. If you give them an-swers too quickly, they will come to rely on you rather than on themselves. If necessary, clarify your instructions. It is important to remember that all learning requires us to struggle with difficulty or uncertainty. So expect a lot from your students, telling them how confident you are in them as you go between the groups.

Ending the group workEnd with a whole-class session in which you get, for example, one idea from each group until you meet the original objective, or ask each group to tell you about the most inter-esting thing they learned. Try to make the final session an exchange of ideas rather than you telling them what they have missed.

Summarize the work of the groups in a way that makes them feel proud of what they have done. Also, ask them to tell you how well they thought they worked in a group. This gives you a clue about their own response to group work.

Finally, think about how well you did in managing the group session. Recognize the parts you did well and note those areas where you could have done things differently to make the groups more effective. Use this information to develop your techniques for next time, and note your own improvement and that of your students’ active participa-tion.

21resource booklet


Resource 14: strategies to develop speaking and listening skills in the classroomBelow is a list of strategies and activities that you can use in the classroom with your students to help them extend and refine their speaking and listening skills. It is import-ant to provide a range of contexts for students to speak and listen to each other. It is also important that they have time to rehearse what they want to say before speaking to a wider audience, especially when first learning to speak out in class.

As a teacher, you need to (as appropriate to your students’ needs): • provide opportunities for students to speak, and time to rehearse before speaking• sometimes give visual clues to help students order ideas effectively before ex-

pressing them• provide vocabulary lists, using appropriate and consistent vocabulary• demonstrate good modelling of the use of appropriate words • give opportunities for small-group work where students can speak and gain con-

fidence to express themselves• use questioning appropriately, giving students the time and opportunity to reply• provide opportunities for students to develop self-questioning skills (e.g. What

do I know already? What do I do next?)• use rhymes that help students extend their vocabulary• provide opportunities for students to play with words to extend their range and

confidence in using words• use storytelling (e.g. cutting up picture segments and retelling stories)• try to keep students ‘on topic’ (e.g. by reminding them: “We are talking about …”)• provide opportunities for students to discuss what they have seen or done with

an adult or more verbally able peers• use strategies such as puppet plays/drama etc. to rehearse language and talk• share books so that students meet new words and contexts for their use

Think about what each of the above points would be like in your lessons.

Games and activitiesListed below are some games and activities to support the development of speaking and listening skills.

Barrier gameThis can be used for both talking and listening. Two students are either side of a barrier. One student has a picture or constructs an assembly of objects and then gives instruc-tions to the other to enable them to duplicate the picture or assembly.



How do I feel?In a small group, the students imagine a situation. They then talk to each other about how they would feel in that situation and what they might say.

Silly storiesCollection of objects/pictures (e.g. house, woman, man, child, fish, ball, aeroplane, di-nosaur). You start a story that includes one of the objects, for example: “Once upon a time, there was a dinosaur.” A student continues the story using a different object, for example: “He lived in a house made of chocolate.” The next student could say: “One day, he found a ball under his bed.” And so on.

NarrativeThe students work in groups of five. Each student takes one question word – who, what, where, when or how – and the group sequences a story using their own ideas. You could also write some key words on the board to help, such as the name of a person (e.g. ‘Ahmed’), object (e.g. ‘bicycle’) and a place (e.g. ‘school’). The question words could be written on different coloured cards and you need a set for each group. A student selects a card and then drafts a sentence about who/where etc. the main character is, what they are doing or when/how they are doing it.

For example, ‘Ahmed is a seven-year-old boy.’ / ‘Ahmed likes riding his bicycle.’ / ‘Ahmed goes to school every morning.’ Each student does the same with their card. The group then discuss which order to put the sentences in to make the story the most interesting.

Brainstorming/mind map activitiesAn excellent way for supporting new vocabulary and talking.

Defining and describingHave a range of objects in a bag or a range of pictures. One student takes an object or picture from the bag and is allowed to give three pieces of information to describe their item. The rest guess what the object/picture is.

Questions, questionsOne student has an object or picture and the rest ask questions to find out what it is. The student cannot say the name of the item.

23resource booklet


What do you know?Give each group a composite picture. Each student takes turns looking at the picture and picking out one piece of information to say about it, for example: “There is a boy on the grass reading a book.” The activity can be extended by talking about a particular image or object from the picture and relating it to their wider experience or an event in which everyone has been involved and encourage them to talk about it without a picture to stimulate their thinking. For example: “What kinds of books do you like to read? Do you remember when the author came in to school to read to us? What was your favourite part of the visit?”

Tell me how to do itUse a classroom activity or event that has already been experienced. One student re-tells the activity/event in their own words. Another way to play this is for one student to explain to others how to play a particular game.

Adapted on 5/3/2018, from:(http://microsites.lincolnshire.gov.uk/children/schools/first-call/expressive-language/strategies-to-develop-expressive-language-skills-in-the-classroom/108261.article)



Resource 15: creating a positive learning environment – classroom design

25resource booklet


Resource 16: working with large classesNote: Some of the ideas below could be applied to teaching classes of any size, but they are particularly relevant to large classes.

Top 20 ideas for teaching large classes1. Plan ahead and prepare thoroughly; problems can be magnified in large classes,

but they can also be dealt with effectively. 2. Maximize classroom space by removing unnecessary furniture, and use space

outside the classroom for learning and activities. Ask the students for suggestions on arranging the classroom in a comfortable way.

3. Do everything possible to get to know your students. A positive relationship with your students means they will be more willing to actively participate in class.

4. However large the class is, give opportunities for students to individually intro-duce themselves to the class.

5. Move around the class when talking. This engages students, and it can reduce the physical and social distance between you and them.

6. Be natural and personal in class and outside of it – be yourself! 7. Tell the students you will be available before and after class to answer any ques-

tions they might have. 8. Keep track of frequently asked questions or common mistakes. Use these to de-

velop lessons and help students avoid making mistakes. 9. Be aware of the class. If you notice or even feel that there is something wrong, ask

a student what is going on. Invite small groups of students to visit you to discuss important class issues. When necessary, involve students and use positive disci-pline to deal with misbehaviour.

10. Check the content of your lessons and the knowledge and skills of your students, to identify those students that need your special attention.

11. Recognize the attention span of students is limited: 15 minutes of lecture followed by an activity and then additional lecture if needed is ideal. Determine what infor-mation can be delivered in forms other than lecture and develop these methods. For instance, group work, role play, student presentations, reading outside class, and in-class writing can be excellent ways to vary classroom routine and stimu-late learning.

12. Develop a formal lesson plan to organize your teaching. This is a way to monitor whether or not your students understand what is being taught and a chance for you to think about what to do next and how to improve your teaching. In your plan, identify what topic is to be taught, the learning objectives, teaching meth-ods, classroom arrangement, main activities, resources and assessment methods.

13. Explain to your students exactly how and why you are teaching in a certain way. For example: “The reason I give quizzes at the end of class is to check your under-standing.”



14. Develop a visual display of the day’s topics and learning objectives (such as a list on the board). This will make following the flow of the class much easier for you and the students. Plan for a clear beginning, middle and end to the class.

15. Use prompts to develop students’ question-and-answer skills, and count to ten after you ask a question to give time for the student(s) to answer.

16. Give assignments that really assess whether or not your students are learning what you are teaching. Can they explain the process they used to solve a prob-lem, and can they apply what they are learning to everyday life? Give clear and thorough instructions for all assignments.

17. Develop a record-keeping system or other ways to keep track of student performance – both successes and areas needing improvement – and to identify those students who require extra attention.

18. Develop exams that really tell you if your students have learned and can apply what you have taught them, not just what they remember.

19. Give prompt feedback on assignments and exams. Involve your students in the grading process to give faster feedback.

20. Reflect on your teaching. Discuss with your colleagues and students how your class can be improved. Visit the classes of colleagues who are also teaching many students, and exchange ideas and materials. Above all, view the challenge of teaching a large class as an opportunity, not a problem!

27resource booklet


Resource 17: tips for organizing large classes



Resource 18: making large classes feel small

29resource booklet


Resource 19: classroom organization – building empathy and resilience



Resource 20: behaviour and sanctionsGood schools encourage good behaviour through a combination of having high ex-pectations of work and behaviour, a clear policy on the kind of expected behaviour and an ethos that foster self-discipline and mutual respect between students, and between staff and students. All schools should have in place a range of options and rewards to reinforce and praise good behaviour, and also clear sanctions for those who do not respond appropriately with the school’s policy. The sanctions should be proportionate and fair, taking into account the age of the students, and any other special circumstanc-es that may affect the student concerned. It is always important to remember that it is the behaviour that is not acceptable and not the student, so the language used should reflect this and students should never be labelled as ‘stupid’ or ‘lazy’, for example.

When poor or inappropriate behaviour is identified, sanctions should be implement-ed consistently and fairly using appropriate language that criticises the behaviour and not the person. The range of disciplinary measures should be clearly communicated to school staff, students and parents. These can include:

• moving a student to sit elsewhere in the class• an appropriate verbal reprimand that encourages the student to do better • asking the student to redraft work until it meets the required standard • asking the student to write an apology or an essay about what constitues good

behaviour• the loss of privileges (e.g. the loss of a valued responsibility or not being allowed

to participate in a particular event)• missing a break time to complete the work, or to talk about the problem• school-based community service or setting of a task (e.g. picking up litter or

weeding school grounds, tidying a classroom, removing graffiti)• regular reporting or scheduled behaviour checks, including early morning report-

ing or being placed ‘on report’ • in more extreme cases, schools may use temporary or permanent exclusion

(Adapted from www.gov.uk)

It is to be noted that corporal punishment is a form of violence against children. UNRWA takes a stance against violence against children. Any teacher found of having taken violent measures against a student would no longer be welcome at the Agency. Read more about the UNRWA stance on violence against children in the NAT Teacher Handbook.

31resource booklet


Resource 21: respecting the environmentStudents need to be reminded to respect the environment and the people who live and work there. They should behave sensibly and safely, as they represent the school when out in public and it is important to not let themselves or the school down.

Collecting specimensIf collecting specimens, whatever these might be, it is important to be clear whether they are free to collect; if not, it is important to gain permission to collect them. Stu-dents should be encouraged to respect the environment and to only take what they need, rather than gathering as much as they can fit in their bags; this is particularly im-portant when gathering plant material. Check if plants have protection orders on them; if so, no collection should be undertaken. Gathering recyclable and reusable materials is subject to the same respect.

Handling living thingsInvestigating small animals such as insects should be done with sensitivity and if they are taken into the classroom it should be for a limited time only. The animals should be handled carefully and kept in safe appropriate containers with access to air, and water and food if necessary. Then they should be returned to the same place they were found as soon as possible, in the same condition as you found them or even better if possible.

SafetyStudents need to be careful when collecting specimens and resources that they are safe to handle. Are they poisonous or not? If they do not know, then they should leave them where they are. If they are heavy, they should be careful when lifting. They should not pick up rusty and/or sharp objects.



Resource 22: using visitors as an educational resourceWhile it is important that you build up good relationships with the students you teach, it does not mean that you should isolate them from other people who could help their learning in ways that perhaps you could not do because you do not have the same level of expertise or skill related to the topic. Inviting a visitor into the classroom has huge potential to stimulate and excite students and open their eyes to topics and subjects that they did not previously know about or enjoy. However, you do need to plan such a visit carefully.

Planning for a local expert to visit the classroomMaybe you are doing some work on plant structure or small animals in science, or in his-tory you are looking at the development of settlements, or you are using clay to make small pots. There may be people in the community who have an interest and/or exper-tise in the subject, either because of their work or because it is a hobby for them. For example, there may be a local potter who could possibly come and show the students some of her work and also to help them to construct and decorate their pots.

How to set about organizing and planning the intended learning outcomes from the visit is crucial, so that both the students and the visitor can have a good focused ex-change of ideas. How could you introduce the topic to your students in a way that will capture their interest? Your students will be interested to hear about what the visitor does and will want to ask questions and so this needs to be carefully planned. You need to be clear what you would like the students to gain and learn from the experience and then follow the steps below to prepare:

Before the visit• Identify whom you would like to ask• Ask your School Principal’s permission to invite them• Ask the visitor if they would be willing to come and talk about what they do• Talk to your class about the visit and what they would like to know• Ask them to write an invitation to the visitor• Plan with your class the questions they want to ask and agree together with your

class who will do this• Discuss how they will sit when the visitor comes, for example in rows or in a horse-

shoe shape, so that everyone can see• Confirm the visit with your guest and tell them what will happen; this could in-

clude the questions the students are planning to ask• Ask the guest to bring some things to show the class

33resource booklet


On the day of the visitArrange for some students to meet the visitor at the appointed time at the school gate to accompany them to the class. Introduce the visitor to the class and allow them to talk for a short time (10–15 minutes) about what they do, showing what they have brought if appropriate. Encourage the students to ask questions. If the visitor is staying to help (e.g. with a pottery class), then the students start their work and interact with the visitor on a needs basis for help and support. When the visit is finished, ask one of your class to thank the visitor for coming.

After the visitThink how you will use what your students have seen and heard. You could ask them to share their ideas in groups, display anything they have made for the whole school to see or make lists or posters of the key things they learned. You could plan more lessons using the ideas and information gained from the visit as the context for them to learn more about the topic. They could do more research about the topic, share their ideas with other classes or with parents/carers at a special parents’ evening or exhibition, and/or keep in contact with the visitor, if appropriate.

Finally, reflect on the effectiveness of the visit and also on the impact on the students. If it went well, why was it so good? What did the students learn? How do you know this? How could you make things better for the next time?



Resource 23: sample long-term plan

Long-term plan Semester 1 Semester 2

Grade 6 - Science Topic 1 Topic 2 Topic 3 Topic 4

Wee

ks 6 weeks x 2 lessons/week

8 weeks x 2 lessons/week



Topi

cs/

sub-

topi

cs

Air • What is air? • How do we know it’s there? • What can it do?

Energy• What is it? Where is it? How does it work? • Law of conservation of energy• Energy transfer

Living things• Characteristics of living things• Classification of animals• Life cycles

Materials • Properties of materials solid, liquid, gas• Change of state melting, freezing

etc.

Lear

ning

out

com

es/

conc

epts

Air has different properties such as:• volume can be compressed• exerts pressure• made up of mixture of gases

• When things happen, energy is involved• Energy is used when work is being done• Energy can be transferred • Energy can be stored• Energy can be changed from one form to another

• Plants respond and adapt to their environment• Living things can be classified by their similarities and differences• Living things depend on each other in different ways

• Materials are made up of atoms and molecules• Materials can be changed into other materials• The changes can be permanent or reversible• Different materials have different properties that can determine their use

Poss

ible

act

ivit

ies

• Circus of short activities• Air pressure• Moving air and pressure• Air has weight• Ways of slowing movement through air down

• Circus of energy change activities to assess student ideas• Investigation of temperature • Potential and kinetic energy• Energy transfer• Energy conservation

• Collecting local small animals (mini-beasts)• Identifying the animal groups• Exploring their common charac-teristics through observations

• Sorting and clas-sifying materials• Investigating properties through exper-iments: dissolv-ing, solutions, rigidity, com-pression mallea-bility, durability, flexibility

35resource booklet


Long-term plan Semester 1 Semester 2

Grade 6 - Science Topic 1 Topic 2 Topic 3 Topic 4

Wee

ks 6 weeks x 2 lessons/week




Reso

urce

s –

chec

k w

hat i

s av

aila

ble

in

scho

ol

Tissue paper, pencils, rulers, string, cups, water, bowls

Balls, toy cars,fabrics, thermometers

Invertebrate animals, e.g. molluscs, arachnids, insects magnifying glasses and collecting jars

Salt, fabrics, wood, stone, powders, liquids and oils

Ass

essm

ent

• Assessing talks as they do circus of activities and using this to plan next investigations• Creating a display of their understanding through investigations and write-ups

• Exploring the ideas behind their talk• Using this to plan some experiences of energy in action and their perceptions• Making up a drama about energy and part it plays in our lives with all involved

• Using interactions and listening to their talk to establish current understanding• Develop their own display about invertebrate animals and their characteristics and life cycles

• Make a class book about the different materials they have investigated• Students to do own write-ups and conclusions and to display what they have found out about some different materials• Groups to do a particular material

Not

es

• Check what resources we have in school for investigations• Arrange a speaker to come and talk about flight with students?

• Collect a range of artefacts to use in investigations, e.g. small toy cars, pictures of different kinds of fuels

• Collect some identification books to help students see what they have found

• Set up a box and ask students to bring in some materials of different kinds, e.g. wood, plastic, fabric



Resource 24: long-term planning template

Term: Class Level: Subject:

Learning outcomes:By the end of this topic/semester the students will have developed:

• What knowledge and understanding? • What skills?• What attitudes, values?

Activities:• What kinds of activities will the students do to help achieve these intended

learning outcomes?• How will you organize the activities in different ways?• What kinds of questions will you use?

Approaches and methodologies:• What other approaches and strategies will you use to support the learning?• What different teaching methods will you include (e.g. going outside, having a

visitor come in, investigations, drama)?

Resources:• What resources beyond the textbook will you need to stimulate deeper think-

ing and learning?

Differentiation: • What kind of differentiated provision will you make for some students in your

classes? • Why?

Assessment:• How will you know what the students have learned?• What assessment techniques will you use?• How and why?

Your learning as a teacher:• What do you want to learn as a teacher about planning and assessing?

37resource booklet


Resource 25: assessment for learning skillsAs a teacher, do you regularly check that you are doing the following?Are you:

• getting to know your students well? • developing an understanding of why the students make certain kinds of mis-

takes?• developing an ability to use appropriate intervention strategies? • explaining and checking students’ understanding of learning objectives and the

assessment criteria? • using the assessment criteria to assess and provide student feedback that the

student finds useful? • encouraging students to set themselves targets? • monitoring and supporting the target-setting process? • creating opportunities during teaching and learning sessions to review students’

work and provide feedback? • encouraging students to take responsibility for their own learning? • planning teaching and learning sessions that include feedback as a fundamental

component of the lesson? • providing students with opportunities to reflect on their own progress and the

feedback given? • creating opportunities for students to act on feedback provided? • developing your confidence in your classroom practice?



Resource 26: competency framework for teachers

Competencies, objectives and indicators Roles and responsibilities

Competency 1: service deliveryIs focused on the customer’s needs and the delivery of services to the refugee community or department within UNRWA.

Objective 1Articulates and ensures curriculum delivery and recognizes the different learning needs of all students.

Indicators1. Identifies the key concepts, content,

skills and pedagogy appropriate to the delivery of each subject area.

2. Organizes activities and develops lesson plans taking into account the needs of individual students.

3. Undertakes ongoing informal assess-ment and evaluation of students and responds accordingly.

4. Engages in systematic collection, re-cording and analyses of data in line with the school and UNRWA system.

5. Discusses student performance with other teachers and parents.

Deliver the curriculum appropriately, rec-ognizing the different learning needs of all students. The teacher should, in particular:• Deliver on each subject area using

relevant concepts, content skills and pedagogy.

• Identify and respond to the needs of individual students.

• Collect, record and analyse data in line with the school and UNRWA system.

• Discuss student performance with other teachers and parents.

Objective 2Uses a range of teaching methodologies to develop knowledge, skills and positive atti-tudes of learners.

Indicators. 1 Ensures the socio-cultural, ethics,

values and rights and responsibilities of the learner are reflected in the lesson plans and class room activities.

. 2 Develops and uses a range of innovative teaching strategies and resources to engage individual students and support their achievement of learning goals.

Develop knowledge, skills, and positive at-titudes of learners. The teacher should, in particular:• Reflect socio-cultural, ethics, values

and rights and responsibilities of the learner in lesson plans and classroom activities.

• Engage individual students and support their achievement of learning goals.

• Work in a cooperative manner, participate in professional development and try out new methods.

39resource booklet


3. Uses a range of teaching materials to support children’s learning.

4. Collaborates with peers, and participates in professional development and tries out new methods.

5. Uses ICTs, and new media as appropriate to further foster independent learning.

6. Ensures gender issues are addressed explicitly and implicitly in the teaching methodology adopted and the delivery of the curriculum.

• Foster independent learning through ICTs and new media as appropriate.

• Address gender issues explicitly and implicitly through appropriate teaching methodology and curriculum delivery.


Competency 2: knowledge and understandingHas the appropriate knowledge to accomplish assigned duties and seeks out knowledge to improve performance and to understand the purpose of the mission of the Agency and its importance to the recipients of services.

Objective 3Has appropriate level of knowledge and understanding of the subjects he/she teaches and the teaching methodology and is open to new ways of working.

Indicators. 1 Selects, sequences and teaches

content that motivates students to develop literacy and numeracy and achieve learning goals.

. 2 Seeks and accepts constructive feedback from colleagues and students to improve their own professional knowledge and identify areas for continuing professional learning.

. 3 Facilitates promotion of human rights including child’s rights and responsibilities in the school and community.

. 4 Organizes activities relevant to current health issues of the child and the community and handling emergencies.

Accomplish assigned duty through appropriate knowledge and understanding of the Agency’s mission, the subjects s/he teaches, and the teaching methodology, and openness to new ways of working. The teacher should, in particular:• Motivate students to develop literacy

and numeracy and achieve learning goals.

• Support the holistic development of the child.

• Improve his/her own professional knowledge by seeking and accepting constructive feedback.

• Participate in action research and professional learning.

• Promote human rights including child’s rights and responsibilities in the school and community.



5. Networks with other teachers and staff and organizes extra curricular activities to support the holistic development of the child.

6. Identifies and participates in action research and professional learning and updates his/her knowledge and practice for positive impact on teaching and learning.

• Contribute to addressing current health issues of the child and community and handling of emergencies.


Competency 3: attitude and integrityDisplays a positive attitude towards work, colleagues, the refugee community and the United Nations, and conducts all duties with the highest level of ethics and honesty.

Objective 4Establishes and maintains an environment where staff and students are treated with courtesy, respect, integrity, justice, empathy and dignity.

Indicators. 1 Complies with codes of ethics and

conduct established by UNRWA authorities, systems and schools to maintain harmonious, non- discriminatory and professional relationships with the students, colleagues and parents.

. 2 Adopts innovative approaches in dealing with gender, discrimination and violence through collaboration with peers.

. 3 Works within school, system and agency requirements and collaboratively with others to ensure that school is a safe and secure environment.

. 4 Takes a proactive role in mobilizing school and community members and undertaking joint activities on key social, environmental, health issues, and child rights and protection.

Ensure staff and students are treated with courtesy, respect, integrity, justice, empathy and dignity. The teacher should, in particular:• Maintain harmonious, non-

discriminatory and professional relationships with students, colleagues and parents in compliance with UNRWA codes of ethics and conduct.

• Address gender, discrimination and violence issues in collaboration with peers.

• Ensure that school is a safe and secure environment.

• Engage with the school and community on key social, environmental, health, child rights and protection issues.

41resource booklet



Competency 4: relationshipsDevelops and maintains good relationships with subordinates, peers, superiors and external people and agencies of interest..

Objective 5Establishes and maintains positive and proactive relationships and networking with all relevant stakeholders.

Indicators1. In collaboration with others and

working with parents, undertakes appropriate guidance and counseling activities.

2. Actively networks with the key players (schools, NGO’s, community leaders, Governmental agencies) towards the developmental activities of the school.

3. Contributes to the school policy level discussions and action.

4. Initiates and/or participates in school activities that provide opportunities for respectful and collaborative rela-tionships with parents.

Engage with relevant stakeholders positively and in a proactive manner. The teacher should, in particular:• Provide appropriate guidance and

counseling.• Contribute to school development

and school policy level discussion and action.

• Develop respectful and collaborative relationships with parents.


Competency 5: leadership and managementEnsures appropriate allocation of work to staff and use of resources, motivates staff, and provides adequate direction for accomplishing the mission of the Agency.

Objective 6Manages the learning processes, contributes to the school as a whole, and takes responsibilities within the school for specific areas – curricular or co-curricular as appropriate.

Indicators1. Works as a team member, adhering

to the school systems and ethos.

Contribute to the mission of the Agency and school as a whole. The teacher should, in particular:• Work as a team member, adhering to

the school systems and ethos.• Manage resources and physical

space to maximize students’ time on learning.



2. Establishes and implements routines and practices to manage resources and physical space to maximize stu-dents’ time on learning.

3. Collaborates with colleagues and engages in the selection or develop-ment of systems to collect, organize and store information to contribute to more effective teaching and learn-ing.

4. Initiates and maintain links with the wider education community and other Programmes of the Agency to improve the performance of students and the whole school.

• Contribute to the collection, organization and storing of relevant information.

• Contribute to the improvement of the performance of students and school through appropriate links with the wider education community and other programmes.

43resource booklet

Documents

resource booklet - UNRWAAll photo subjects have given their written consent for the use of the photos in this publication. resource booklet. ... Students learn to communicate in a