Unit 12: Understand the purposes and principles of early year’s frameworks. 1.1: The early years learning framework will give descriptions of all aspects which are essential in order to support a child’s learning from 0-5 years of age. The framework concentrates on play-based learning showing how it can be the most effective for a young child’s learning being sure they are stimulated appropriately. The Framework also includes ‘communication‚ literacy and language’‚ and ‘social and emotional development’
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TDA 2.10 1.1 Describe how a learning support practitioner may contribute to the planning‚ delivery and review of learning activities. In my role as a teaching assistant I may be involved in any stage of the planning‚ from long term‚ to short term. It can vary from something as simple as planning activities on a daily or weekly basis to more in depth planning i.e; topics for the term and subject content. Any feedback that is given to a teacher with regards to similar activities that have
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Analytical Review of Bangladesh’s Macroeconomic Performance in Fiscal Year 2011‐12 (First Reading) A paper prepared under the programme Independent Review of Bangladesh’s Development (IRBD) implemented by the Centre for Policy Dialogue (CPD) 03 November 2011 CPD IRBD 2011‐12 Team Dr Debapriya Bhattacharya‚ Distinguished Fellow‚ CPD and Professor Mustafizur Rahman‚ Executive Director‚ CPD were in overall charge of preparing this report as team leaders.
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TDA 2.2 2.1 Identify the signs and symptoms of common childhood illnesses. Illness Symptoms Causes Development Period Chickenpox (Most children catch chicken pox at some point.) Rash of red‚ itchy spots that turn into fluid –filled blisters. Headache‚ joint pain and a very high temperature. Chickenpox is spread in the same way as a common cold or flu. They crust over to form scabs‚ which eventually drop of. It takes seven to ten days for the symptoms to show after you have come into contact
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TDA 3.1: Communication and professional relationships with children‚ young people and adults. 1. Understand the principles of developing positive relationships with children‚ young people and adults. 2.1 Explain why effective communication is important in developing positive relationships with children‚ young people and adults. Positive relationships= Relationships that benefit children and young people and their ability to participate in and benefit from the setting.(pg 2‚ Supporting
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and the solid product was recrystallized in aqueous EtOH (70%) to give pure products. Selected spectra: 3 -(2′-benzothiazolo)-2‚3-dihydro-2-(4-chlorophenyl)-quinazolin-4(1H)-ones ( Table 1 Entry 1): m.p 229-239 oC; IR (KBr): υ = 3335‚ 1634‚ 1502‚ 1406‚ 1254‚ 740cm-1; 1H NMR (400 MHz‚ DMSO-d6): δ = 6. 81 (t‚ 1H‚ J = 8 Hz)‚ 6.85 (d‚ 1H‚ J = 8 Hz)‚ 7.30 (d‚ 2H‚ J = 8 Hz)‚ 7.36 (t‚ 3H‚ J = 8 Hz)‚
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operations management to organisations 2 LO3 Understand how to organise a typical production process 3.1 Assess how linear programming adds value to a given production process 3 3.2 Evaluate critical path analysis and network planning 3 3.3 Justify the need for operational planning and control in a selected production process 3 LO4 Be able to apply relevant techniques to the production of an operational plan for an organisation. 4.1 Produce a set of clearly defined operational outcomes for a selected
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TDA 2.4 Equality‚ diversity and inclusion in work with children and young people. 1) Understand the importance of promoting equality and diversity in work with children and young people 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity. All schools must have policies in place which set out guidelines and procedures for ensuring equality for staff‚ students and visitors to the school. At Brighton Hill Community School‚ we
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Unit 12 Understand the importance of diversity‚ equality and inclusion. 1.1 Explain what is ment by Diversity Equality Inclusion Discrimination Diversity means that it outlines the differences between people and the fact that we are all different. We all have characteristics that outlines us as individuals these can include age‚ gender‚ appearance‚ race‚ religion‚ all abilities as well as talents. Equality means treating everyone with fairness and respect and recognising the needs of
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TDA 3.7 Support assessment for learning Assessment task – TDA 3.7 Support assessment for learning Task links to learning outcome 1‚ assessment criteria 1.1‚ 1.2‚ 1.3‚ 1.4 and 1.5. 1.1 compare the roles of the teacher and the learning support practitioner in assessment of learners’ achievement. The roles of Teachers and Learning Support Practitioners (LSP’s) are similar in that they are both continuingly monitoring the progress and achievements of the learner. Teachers need to
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