TDA 3.2 (1.1‚ 1.2‚ 1.3) Part 1 Produce a flow chart outlining the structure of education from early years to post sixteen. Add an explanation of the entitlement of early year’s education and characteristics of different types of school. Flow Chart outlining structure from early years to post 16 years [pic] Early Years Foundation Stage (eyfs) In the education system of this country children do not have to attend school until they are 5 years old but
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TDA 3.2: Schools as organisations 1. Know the structure of education from early years to post-compulsory education. 1.1 Summarise entitlement and provision for early years education. The government has set the provision that all three and four year olds are entitled to free education of fifteen hours in a nursery for thirty eight weeks in the year. This is in effect up to the compulsory age of going to school which is usually the term after their fifth birthday. These free hours are available
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Case 13 analysis Du Kun This case mainly tells us several problems of a company named Family Medical Group. Bill Maron is the president of the company. The original company called Family Medical Distribution which was created by the grandfather of Bill’s wife Helen. After her grandfather was dead suddenly in 1968‚ Bill was persuaded by his father-in-law and purchased this company. At the beginning of the first few years‚ it was a tough time to Bill. The organizational structure
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to a more real life situation‚ and as the children become more advanced more technical machanics are used. Teachers in reception classes follow the Foundation Stage Curriculum which includes problem solving‚ reasoning and Numeracy for pupils aged 2-6 years old. This is developed through pupils exploring‚ playing games and through teacher planned activities. The area for Foundation Stage is Numbers as labels and learning number and counting. The Expectations are; * Say and use number names in
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Karan Manwani GB 215- 012 Apollo 13 Emotional Competence Framework As the movie progresses the crew is in a critical situation where they may not be able to make it back to Earth alive. We see the different features of Personal and Social competence enacted by mission control on the ground and the crew in space. Self-Awareness I. Emotional awareness: Gene is effectively able to control his emotions as complications in the re-entry develop II. Accurate self-assessment: Gene knows without
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CHAPTER 13--TAX CREDITS AND PAYMENT PROCEDURES Key 1. The tax benefit received from a tax credit is affected by the tax rate of the taxpayer. FALSE 2. The tax benefits resulting from tax credits and tax deductions are never affected by the tax rate bracket of the taxpayer. FALSE 3. Nonrefundable credits are those that reduce the taxpayer’s tax liability but are not paid when the amount of the credit (or credits) exceeds the taxpayer’s tax liability. TRUE 4. The credit for child
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TDA 2.1 Child and young person development [pic] Amber Bennett Describe the expected pattern of children and young people’s development from birth to 19 years. Physical development 0 – 6 Months At this stage babies have an equality of movement‚ also starts to lift head. Starts to roll over‚ sit up and grasps hands. Physical development 6 – 12 Months By the seventh month most children have full colour vision. Hearing starts to improve
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Apollo 13 When the movie begins you can see that there is a barbeque going on at Jim Lovell’s house. You could draw the conclusion that Jim has worked with the others before at some point. This is where the forming begins Jim invites other astronauts over to watch the first landing on the moon. All of these men have a common goal‚ which is going to the moon. This is also Jim’s interpersonal need to be around others who want to go to the moon as well. The next phase is the storming phase. We know
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| |In this assessment you will have opportunities to provide evidence against the following criteria. | |Indicate the page numbers where the evidence can be found. | | | |You are
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Positive and Negative Effects of the Industrial Revolution The Industrial Revolution began in the 1700’s in various countries such as England‚ China‚ and Japan. This Revolution had different positive and negative effects depending on your place in society and your livelihood. The Industrial Revolution altered the way we live today; the main effects‚ having both positive and negative outcomes‚ were child labor‚ general comfort‚ and the state of the cities. During the Industrial Revolution‚
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