Middle School Personal Project Student Name: ……………………… House:……………………………… Middle School Personal Project Assignment requirements Students are required to produce a 1‚000-1‚500 researched (footnotes‚ bibliography) written project. Subjects/topics The personal project is intended to act as a stepping stone for students who will be faced with the IB DP 4‚000 word extended essay in the Sixth Form. The personal project
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WEEK TOPIC/CONTENT OBJECTIVES: PSBAT METHOD REFERENCE 1 Introduction to history Define history as well as explain the various methods used to learn about the past. They should also distinguish the biblical from the scientific theories about the origin of the earth. Teacher explanation Q & A‚ theory notes. Hantoblo : Junior secondary history 2 The beginning of life Trace the beginning of life to some 200 million years ago when some small water creatures invisible to the human eye evolved into Amphibians
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Roles & Responsibilities Hello Deborah and fellow PTLLS students... Just thought I’d introduce myself to you all prior taking part in the discussion forums. My name is Britt. I’m looking forward to this journey of self development and discovery and meeting you all albeit electronically. And hopefully in person next weekend. I’d like to wish you all luck and success. Now to the question‚ What do you believe your role to be as a teacher? I see the role of a teacher as someone who wears
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p IB DIPLOMA PROGRAMME PROGRAMME DU DIPLÔME DU BI PROGRAMA DEL DIPLOMA DEL BI Chemistry Higher level and standard level Specimen paper 1s‚ 2s and 3s For first examinations in 2009 CONTENTS Chemistry higher level paper 1 specimen paper Chemistry higher level paper 1 specimen markscheme Chemistry higher level paper 2 specimen paper Chemistry higher level paper 2 specimen markscheme Chemistry higher level paper 3 specimen paper Chemistry higher level paper 3 specimen markscheme
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John O’Brien PTLLS Level 4 Section 1: Theory assessment 1 As a trainer‚ teacher and assessor my roles are many and varied. As part of my day to day work I may not only deliver lessons but also carry out theory assessments‚ practical assessments and sometimes interviews. I may have to motivate and liaise as well as guide and assess. I will have to keep records and be a subject specialist as well as liaise internally and impart information and advice sometimes on a personal level.
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Name: Janet Clements (janetclementsassociates@sky.com) | Course: Ptlls 2012 | Assessment Question 2Summarise the current legislative‚ regulatory requirements and professional codes of practice‚ including the Equality Act‚ Data Protection Act‚ Health and Safety Act and Safeguarding Act and any other legislation that you have to comply with when teaching in your specialist area. | Outcomes assessed: U5: 1.1 | Para | Answer | 1.0 | Detailed below is a summary of the legislative and regulatory
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|Class |PTLLS Level 3 |Week |3 |Length |5 weeks | |Class Profile |Adult learners Level 3 | |Aims: |The aim of this session is to enable the students to demonstrate session planning skills. |Core Curriculum Codes: | |Objectives:
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The CSSA scheme which was introduced in July 1993 is designed to offer a safety net for people who are not able to support themselves for different reason. However‚ there was an alleged statement that “CSSA feed the lazy” and a huge number of Hong Kong citizen label CSSA recipients nowadays. Therefore‚ I would like to apply the labeling perspective to the alleged abuse of CSSA via review the labeling perspective first and then use some cases together with some statistical data to illustrate the theory
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groups of workers to be covered by government-sponsored pension schemes. In a handful of countries such as Bangladesh‚ Bhutan‚ Botswana‚ Eritrea‚ Lebanon and the Maldives public-sector employees are still the only group covered by a formal pension scheme. The rationale for providing pensions for government employees was somewhat different from that behind the creation of national pension schemes. Among the objectives particular to schemes for government workers were the following: • securing the independence
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intend to continue to be a trainer in management and in the security sector. The role‚ responsibilities and boundaries of a trainer are ever changing and adapting to changes in the society. It is more than simply lecturing and marking students works. Learners come from different backgrounds and with different problems‚ hopes and expectations which have to be understood and addressed before effective learning can take place. As such in addition to my primary role of being a facilitator‚ I will
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