Level 2 NVQ in Supporting Teaching and Learning in Schools. Kelly Tracey Oldham Life Long Learning Centre No 1053.00 STL2 - Support children’s development K1 |Carefully observing children’s actions and behaviour can be used to assess pupils academic ability‚ their social interactions with peers and | |adults‚ behaviour in certain situations‚ physical ability and communication skills. | |
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E1. Five pieces of current legislation are: 1. Sex Discrimination Act 1975 2. Equality Act 2006 3. Childcare Act 2006 4. Race Relations Act 2000 5. Special Educational Needs and Disability Act 2001 E2. The Sex Discrimination Act 1975 states that we should not discriminate on the grounds of gender and that both genders should be treated equally with the same rights. This means that practitioners should involve boys and girls in all activities and should not make comments such
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6.1 COMPARISON OF A POSITION ARGUMENT AND A PROPOSAL ARGUMENT |DISTINCTION |POSITION ARGUMENT |PROPOSAL ARGUMENT | |Definition of each |Proposal arguments‚ however‚ are arguments in which you |Position arguments are arguments in which you state your | | |request a change in policy or procedure of something that is|position on a certain issue and then proceed
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Summary of the Ontological Argument The Ontological Argument of St. Anselm is an a priori argument; it is formulated through reason alone‚ rather than experience. This argument does not rely on external evidence or sense experience. It is deductive (universal to particular) as it draws from its argument purely from a set of premises. In the 11th century‚ St. Anselm presented his argument for the existence of God in his published work‚ the Proslogion. His work was based on 4 premises which led
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Unit 311 Support Literacy Development 1.1 Literacy is fundamental to all areas of learning from an early age‚ as it unlocks access to the wider curriculum. Being literate increases opportunities for pupils in all aspects of life and lays the foundations for lifelong learning and work. Competence and confidence in literacy‚ including competence in the three major areas‚ reading‚ writing‚ speaking and listening‚ are essential for progress in all areas of the curriculum. To broaden and enhance
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Rights. Ed. Jennifer A.Hurley. San Diego: Greenhaven Press‚ 1999. | 1 | Identify the principal issue presented by the source. | The principle issue in the article discuss that animal experimentation has improve the life of human beings. Also they review how animal experimentation has assisted scientist explore new drugs and
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1) Charles doesn’t tell Chig right away about his plan to visit his family. This idea or implication can help in deducing an inference of Charles’s feelings about the visit. For instance‚ when someone doesn’t tell right away about his/her plan to visit a certain location‚ he/she doesn’t really seem filled with excitement‚ anticipation‚ or even happiness. As a result‚ there could be a critical or momentous reason for doing that such as having the presence of a conflict or enigma. Similarly‚ Charles
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INFORMATION SYSTEMS ICT ASSIGNMENT Table of Contents Abstract 2 1. Introduction 2 2. Objectives 2 3. What are Information systems? 2 3.1. Information system (IS) 2 3.2. Computer information system(s) (CIS) 2 4. Types of information systems 3 4.1. Computer (-Based) Information System 4 5. How they assist in business planning? 5 5.1. Information Storage and Analysis 5 5.2. Assist With Making Decisions 6 5.3. Assist With Business Processes 6 5.4. Considerations 6 6.
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Unit 3 – Supporting Children E1 and E2 The Children Act 1989 - The Children Act 1989 has influenced setting by bringing together several sets of guidance and provided the foundation for many of the standards practitioners adhere to and maintain when working with children. The Act requires that settings work together in the best interests of the child and that they form partnerships with parents and carers. It requires settings to have an appropriate adult: child ratios and policies and procedures
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Unit 312 Supporting numeracy development Outcome 1 Understand current national and organisational frameworks for mathematics. 1.2 Summarise the national curriculum framework for mathematics including age relate expectations of learners as relevent to the setting. Foundation stage Using and applying mathematics Counting and understanding numbers Knowing and using number facts Calculating Use developing mathematical ideas and methods to solve practical problems Match sets of objects
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