"Schools as organisations unit 302 outcome 6" Essays and Research Papers

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    Unit 1 Assessment Assessment You should use this file to complete your Assessment. • The first thing you need to do is save a copy of this document‚ either onto your computer or a USB drive • Then work through your Assessment‚ remembering to save your work regularly • When you’ve finished‚ print out a copy to keep for reference • Then‚ go to www.vision2learn.com and send your completed Assessment to your tutor via your My Study area – make sure it is clearly marked with your name‚ the course

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    Dtlls Unit 6

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    understand and theorize about it has changed over time. The word curriculum originates from Greek and literally meant ‘course’. Kerr defines curriculum as "All the learning which is planned and guided by the school‚ whether it is carried on in groups or individually‚ inside or outside the school." (infed.org:2010) All learning is planned and guided‚ we have to pre-consider what we are seeking to achieve and how we are going to go about it. How we formalize this is the curriculum. This leads us into

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    TDA 2.5 Schools as organisations Task 1 Links to learning outcome 1‚ 2‚ 3‚ 4‚ 5 and 6‚ assessment criteria 1.1‚ 1.2‚ 2.1‚ 2.2‚ 2.3‚ 3.1‚ 3.2‚ 3.3‚ 4.1‚ 4.2‚ 5.1‚ 5.2‚ 6.1‚ 6.2 and 6.3. • Identify the main types of state and independent schools • Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance • Describe roles and responsibilities of: - School governors - Senior management team - Other statutory roles e.g. SENCO - Teachers

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    Unit 6 C1

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    ECM outcomes are; - Staying safe - Being healthy - Enjoying and achieving - Making a positive contribution - Achieving economic well-being. Being healthy is an important one. As this is where Change 4 Life makes a difference. As practitioners have to follow this framework‚ change 4 life helps practitioners achieve this by setting up advice and activities for free. Change 4 Life leaflets are given out in schools for parents so the change can be advised for home life as well as school. Good

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    Mt460 Unit 6

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    Unit 6 LEGO Group Case Study Analysis Kaplan University School of Business MT460 Management Policy and Strategy Author: James Nelson Professor: Dr. Levitt Date: 20 February 2015 LEGO Group Company Name: LEGO Group Topic of the Week: Implementation Synopsis of the Situation After outsourcing to Flextronics‚ LEGO Group decided it was more cost effective to keep manufacturing setup in house. With this move‚ LEGO supply chain can develop much faster through the best‚ leanest and highest

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    Unit 6 - P2

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    Unit 6 – P2 In sport there can be certain reasons as to why people are unable to in sport‚ cultural‚ social‚ historical‚ economic or educational. These barriers are referred to as barriers to participation. Culture barriers are linked to different nationalities‚ beliefs and religions. There may be rules and views on who should participate in sport. Some religions do not allow women to participate in sport altogether‚ others allow participation if they wear clothes that cover the whole body. In

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    Unit 6 questions

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    Unit 6 questions Chapter 16: 1) Along with railroads‚ the Republicans’ protective tariffs helped build other U.S. industries‚ including textile and steel manufacturing in the Northeast and Midwest and (through a tariff on imported wool) sheep ranching in the West. Tariffs also funded government itself. Tariffs provided the largest share of revenue for the treasury‚ and helped fund the projects. 2) Farmers on the Great Plains faced the challenge of a hostile environment. In the grasslands‚ a cloud

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    Unit 203 Outcome 1

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    concentrating on what you say‚ just in case you say something funny. Building a good relationship with the children also has a serious side as they will begin to feel comfortable coming to you if they have any problems. It could be from issues with their school work‚ to something more serious and personal. In situations like this‚ you must be able to empathise with the child. Show them that you understand their issue by repeating what they have told you and ask them what they would like you to do. This will

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    Unit 501 Outcome 1

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    Sarah Bowker Respite North West Ltd Unit 1 Use and develop systems that promote communication In my role as team leader I communicate with many people on a daily basis. I communicate with the people we support‚ (who have learning disabilities)‚ the staff team‚ the families of the people we support and other professionals that have any involvement with the health care or support of the individuals in our care. The way I communicate depends on who I am communicating with. When communicating I

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    Unit 10 Schools as organisations 1.1 Identify the main types of state and independent schools Pre-compulsory LA nurseries‚ private day nurseries‚ childminders‚ playgroups. Compulsory Primary school state and independent‚ secondary schools state and independent‚ Academies Further Education Sixth form‚ College‚ university 1.2 Describe the characteristics of the different types of schools in relation to educational stage and school governance Local Authority Nurseries

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