LEVEL 3 DIPLOMA SPECIALIST SUPPORT FOR TEACHING AND LEARNING IN SCHOOLS Support assessment for learning - Unit 307 Once completed‚ this workbook provides evidence for the following: Unit Knowledge evidence covered 307 This workbook is about you and your role within your work setting and must be answered in your own words. Please complete it using the format that best meets your needs. Please remember not to use real names. (Candidate should sign and date below once
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Learning Activity to Support Bilingual Learners Subject: Math Topic: Addition Grade: Second Activity Name: Roll the Dice Materials: Popsicle sticks‚ dice Have player one roll a pair of dice. Add the two numbers. The player gets that number in popsicle sticks. (If they get the correct answer.) He/she builds a tower if the popsicle sticks. Second player gets a chance. The player with the tallest building wins. The goal is to go through 10 rounds. Reflection: Manipulatives are
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How can India achieve inclusive growth to prevent the gap between rich and poor from widening? Inclusive Growth: A Paradox In Interests An essay by Hamza Ali‚ The University of Hull‚ UK Indian self reliance is a pipe dream that has consumed many of its greatest minds in the past half century. Its proponents often cite the litany of problems facing a nation whose population stretches to 1.1 billion and has hundreds of millions of people living in abject poverty
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Teaching with Historic Places The Teaching with Historic Places program created by the National Park Services and National Register is a wonderful resource for educators to use in there classrooms. I think it is very important to use these types of lessons before‚ during‚ and after a field trip to a historic site. These lessons not only provide knowledge of the site but a general education on preservation. Field trips are great ways to get students up close and personal with history. When
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Support Staff Essential Training Help and improve own and team practice in schools Help and improve own and team practice in schools Intended outcomes Upon completion of this module learners should be able to demonstrate the knowledge‚ understanding and skills required to help improve own and team practice in schools. It requires demonstration of competence in reflecting on and improving own practice‚ and supporting the work of the team. Context Developing people and nurturing talent
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Inclusive Education and SEN Inclusion is at the heart of government guidance. The Disability Discrimination Act (DDA)( 2005) states that all schools have a “duty” to promote equality for all disabled people. I will explore inclusion by carrying out a case study on a child who has Special Educational Needs (SEN). I will observe the child and explore ways that I and my setting can help the child to achieve‚ to the best of his ability. The child I have chosen for this study is a four year old boy who
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the word resource as‚ “A stock or supply of money‚ materials‚ staff‚ and other assets that can be drawn on by a person or organization in order to function effectively”. If we apply this definition to teaching and learning resources‚ it can be argued that resources are central to the learning process and an absolute necessity for the teacher in planning and delivering effective sessions and the leaner in achieving their learning targets. The aim of this paper is to critically analyse the use of teaching
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you are fluent in English some aren’t that fluent but‚ one thing is truth: there is always room for improvement. It was motivating to know that we all had to communicate in English during class and for group assignments which allowed collaborative learning. My children are currently
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Speech about inclusive Education Good morning principal and fellow colleagues. I have been given the task to talk to you about Inclusive education and the intrinsic and extrinsic barriers to learning and development. What is inclusive education? In line with international trends‚ South African education is moving away from special education towards a policy of inclusion (i.e. Inclusion of learners with disabilities‚ impairments and historically disadvantaged in terms of access to curriculum into
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Support for Learning Policy Principles One of the National Priorities is “to promote equality and inclusion and help every pupil benefit from education‚ with particular regard paid to pupils with disabilities and special educational needs….”. We hope to implement the key characteristics of inclusion within our Support for Learning policy. “Inclusive education requires the presence of all learners in one shared educational community since the exclusion of a single individual diminishes the integrity
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