Stacey Shaw M/503/1232 Roles and Responsibilities and relationships in lifelong learning Level 4 The following paper aims to review to key roles and responsibilities and relationships in lifelong learning. The review will look in detail at the following areas: 1. I will aim to examine my own roles and responsibilities in lifelong learning 2. Understand the relationship between teachers and other professionals in lifelong learning 3. Identify my own responsibilities for maintaining a safe and learning
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PTLLS Level 4 Inclusion and the Inclusive Learning Environment The process of inclusion in any setting refers to the situation in which all are involved. This means taking into account the needs of every person and making sure the expectations of the learners are met. An inclusive learning environment requires the teacher to recognise and accommodate all the needs of each learner. Differentiation is using a variety of different approaches and resources to meet the needs of everyone. All
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aat Study Notes QCF Diploma in Accounting Level 4 BUDGETING (BGT) Principles of Budgeting Drafting Budgets TUTOR NOTES © Kaplan Financial Limited‚ 2010 All rights reserved. No part of this publication may be reproduced‚ stored in a retrieval system‚ or transmitted‚ in any firm or by any means‚ electronic‚ mechanical‚ photocopying‚ recording or otherwise‚ without the prior written permission of Kaplan Publishing. The text in this material and any others made available by any
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Nand Kishore Bissoo 19 September 2014 Level 4 PTLLS Assignment Unit 008 Roles‚ Responsibilities and Relationships in Lifelong Learning: 1.1 The relevant legislations for teachers are Health and Safety at Work Act 1974.This act aims at protecting people against risks to health and safety in connection with their activities at work. The Race Relations Act 1976.This act prohibits discrimination on the grounds of colour‚ race‚ nationality
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Unit 4 Report Distributing Metabolites through the body Food that we consume is composed of very complex molecules. During the digestive process these compounds are broken down into smaller and smaller subunits in preparation for use by the body as building blocks needed for the many components of the human body. In Module 3 we followed the food through the digestive system and considered the process that takes place in the digestive system. The pizza that was eaten by Matt and Maria contained ingredients
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City of Birmingham School (COBS)‚ we use initial and diagnostic assessment on pupils who are permentaly excluded and those referred to support programmes as part of their induction. The induction programme identifies pupils’ literacy and numeracy levels and their preferred learning style. Through these assessments we identify pupils’ specific learning needs informing us and the pupil‚ of their individual learning goals. (b) Explain how your own planning meets the individual needs of learners. One
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for the age. It’s for children who may develop quicker from getting taught from early years. In a crèche‚ the stages of play which may occur in this setting can be associative and parallel. Associative play is based in the years of 2 and a half years-4 years. This is when children are aware of others and start to join in. Parallel play is based in the years of 18 months to 2 years. Parallel play is when children play alongside each other. Infant schools Infant’s schools are mainly in the age of
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Task 2 Modified sheep to produce AAT There are various genetically modified organisms that have been created; some of these organisms are genetically modified crops while others are genetically modified animals. These organisms are modified for many reasons such as improving the field of medicine or improving the shelf life of crops. This essay will describe how a sheep was modified to produce the protein AAT. The protein AAT (alpha-1-antitrypsin) has 394 amino acids and is necessary to
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Group 9 Experiment 4: Work‚ Power‚ and Energy Laboratory Report Gerome Simeon‚ Michael Tiu‚ Mary Grace Anne Trinidad‚ Darrel Aaron Udasco Department of Math and Physics College of Science‚ UST España‚ Manila‚ Philippines Abstract The Experiment entitled “Work‚ Power and Energy” is about relationship between work and power and the concept of energy. Activity 1 is about power and its relationship with work‚ the computed power outputs of each member of the group for going up are 118W‚ 205W
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Behavior of Gases and Absolute Zero Determination Lab Report Experiment 4 Introduction In this experiment we measured the relationship between temperature‚ volume‚ and pressure. Objectives: Conduct a set of experiments‚ each of which illustrates a gas law. Gather data to identify the gas law described by each activity. Complete the calculations necessary to evaluate the gas law in each activity. From your results‚ derive a single mathematical relationship that relates pressure‚ volume‚ and
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