| Does the Key Stage 3 Framework for your subject provide an adequate blueprint for teaching the full scope of the subject? Drawing on your own teaching experience‚ observations of colleagues and your reading‚ write a critique of the Framework for your subject at Key Stage Three. What are its strengths and drawbacks‚ actual or potential? In evaluating the view of whether or not the Key Stage 3 (KS3) Framework for Religious Education (R.E.) provides a credible guide for teaching R.E. to a full
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TDA 2.1 1.2 A child’s development are all interconnected. Different aspects of development can affect one another. Development is holistic‚ which means one area of development interlinks with another. If a a child’s speech is not as developed as its peers due to a physical disability they will not be able to communicate effectively with other children or adults. This could affect their emotional development as they may feel their opinion and needs are not being met due to their failure to
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TDA 2.7 Maintain and Support Relationships With Children and Young People 3.4 I help to support children and young people to develop their teamwork‚ agreements and the way they interact with others by encouraging the group I am assisting to work together at certain times as required. Allowing time for them to be able to give input with their own ideas and questions whilst at the same time respecting and listening to others and giving them an equal opportunity to give input with their own views
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2 Be able to lead a person-centred practice 2-1 Support others to work with individuals to establish their history‚ preferences‚ wishes and needs We have care plans that are set up for each person that comes into any of our homes‚ this will tell everyone all about them. Care plans include their medical conditions and what medication they are on and also past medical history. Care plans are really good as they help everyone to get to know the person also about their families‚ where they were brought
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To encourage pupils to behave appropriately‚ the strategies I will employ are: 1. Keep rules to a minimum. Too many rules make it difficult for pupils to remember and follow them. 2. Be proactive. This means preparing things in advance and taking action before something happens to prevent the pupils‚ group or class from working well. Advance planning and preparation is essential to avoid disruption. 3. Work within a clear framework. As directed by the teacher‚ organize work and give pupils clear
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How to Behave So Your Dog Behaves Chapter 4 Dr. Sophia Yin does a great job explaining the logic and reasoning behind why a dog acts the way it does (Yin‚ 2004). Her book is full of pictures and drawings that show in detail what she is talking about. Chapter four of her book is about learning to understand and read the body language of a dog. She teaches that through careful analysis and observation‚ a person can learn to quickly pick up on slight signals that communicate how a dog will respond to
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language: Yes (please delete as applicable) STUDENT NAME: John STUDENT NO: 56382 NAME OF MARKER: Jaff DATE OF SUBMISSION: ASSIGNMENT NO: 2 NO. OF WORDS: 2163 BIBLIOGRAPHY ENCLOSED: Yes/No (please delete as applicable) ------------------------------------------------- I declare that this work is my own and the work of others is acknowledged by quotation or
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CHAPTER ONE ANATOMY - Studies the STRUCTURE of body and their relationships to one another. SUBDIVISIONS OF ANATOMY GROSS ANATOMY - the study of large body structures visible to the naked eye. Regional Anatomy - all structures in one part of the body are studied at the same time Systemic Anatomy - various systems of the body are studied. MICROSCOPIC ANATOMY - examination of body tissue using a microscope. CYTOLOGY - study of the CELLS of the body. HISTOLOGY - study of the TISSUES
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Unit 004 – Child Development. Section 1. A good introduction should introduce child development with particular attention to ‘holistic’ development and describe expected patterns of development and what this means. Child development is a stage that every child goes through. This process involves learning and mastering skills like sitting‚ walking‚ talking‚ skipping‚ eating and tying shoes. Children learn these skills called developmental milestones during predictable time periods. Children develop
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|MU2.9 | | | |When people working with children and young people work together‚ it can be have a positive effect for the children and young people | | | | |concerned because it will impact on four areas: The children and young people’s health‚ development‚ learning‚ relationships. | | | |
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