material being managed by the tutor and made available to all his learners allowing interaction with each other. A well organised and interactive e-learning environment would contain text‚ pictures‚ sound‚ video‚ animation and interactive exercises. Rational As I am a Health and Safety Tutor providing a Fire Safety course for students from various industrial sectors‚ I have decided to offer an e-learning environment to all my learners to supplement and enhanced the course I offer. The Basic Fire Safety
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There remain questions about the appropriate frequency and depth of self-assessment and the relevance of different models of self-assessment. What is clear is that the less threatening the evaluation process the more open‚ honest reflective and useful is the self-evaluation process (Harvey‚ 2002) (is this a direct quote if yes add speech marks if not at the beginning add as Harvey (date) sumerises) . The purpose of the following essay is to assess my current teaching role and responsibilities. I
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other agencies‚ and look on the internet at city and guilds up dates‚ to make sure we are all working to the same standards and up dates have been done. I give my learners a good understanding of the NVQ‚ and how it is important in their area of work‚ as it is government requirement for care workers to have a NVQ within a six months period‚ and that it is a good qualifcatation to have as it is recognised as a good qualification to have‚ and will be an asset to their CPD‚ and help them to be a better
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j The Level two Diploma in bench joinery I deliver in my workshop is a practical‚ work-related course that covers a variety of joinery tasks and this is divided into seven units. The students learn by completing projects and assignments that are based on realistic workplace situations and activities to achieve the diploma. The new functional skills‚ which will be part of the diploma will ensure that students are able to apply the theory of mathematics‚ English and ICT to real working situations
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brought into effect by the Government in September 2014. Further Education colleges now must offer a ‘Programme of Study to all students aged 16-19. These Programmes should consist of: a ‘substantial’ academic or vocational qualification‚ work experience and further work towards attainment of English and/or Maths where they have not yet attained a GCSE at grade A*-C in that subject (Department for Education 2013) The Travel
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required to observe teachers in their lessons‚ this gives the trainee teacher a valuable insight into how things should be done‚ a lesson learnt during an observation was to have a concurrent activity in place for those learners who are easily bored and work quickly. Other aspects of the module include written assignments on various subjects‚ one of those subjects is the roles and responsibilities of the teacher‚ in this assignment the trainee teacher researches the vast amount of roles to be undertaken
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FOOD & NUTRITION SCHEME OF WORK 2004 TERM 1 *D/N CHAPTERS CONTENTS ACTIVITIES 1 INTRODUCTION to food science Laboratory equipment & safety Sensory evaluation - Understand the importance of safety when conducting experiments - Plan & carry out experimental work to test food preparation and processes - Conduct a simple food sensory test - Introduction to Design Folio and grading scheme Assignment to be given to students A simple sensory test on fruit juices 2 SCIENCE of
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SCHEME OF WORK Centre: Course Code: Name of Course Horticulture Session length: 2.5 hours Name of tutor: Number of sessions: 6 Aims of course: To introduce students to horticulture giving them a basic understanding of plant life. Demonstrating and giving practical sessions on planting bulbs and seeds to develop the student’s skills and knowledge. Assumed knowledge: Basic skills read & write and ICT To enrich the learners’ experience and in line with Ofsted priorities‚ embed
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| |LESSON PLAN | |Group: Cert Ed Peer Group |Functional Skills | |
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Schemes of Work Schemes of Work (SoW) refer to guidelines designed to make the teaching of subjects more manageable. They provide supporting information about planning and teaching the subjects and form important documentary evidence about course delivery. However‚ SoW are also extremely flexible teaching guides that can be moulded to take account of local teaching needs and resources. There is no set method for developing schemes. Colleges that responded to requests for information whilst researching
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