TDA 3.4 – Promote children and young people’s positive behaviour 1 Understand policies and procedures for promoting children and young people’s positive behaviour 1.1 Policies and procedures of the setting relevant to promoting children and young people’s positive behaviour We take great pride in our school in promoting positive behaviour. This is reflected in many of our policies which are in place. Listed below is a brief summary of some of the policies and procedures in place: ● behaviour
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TDA 2.5 | Schools as Organisations | | | | | | | Contents What are the main types of schools and what are their characteristics? 3 What are the main types of schools and what are their characteristics? (continued) 4 What are school governors and what do they do? 5 What is a Senior Management Team and what do they do? 6 What is a SENCO and what do they do? 7 What are the roles of Teachers and Support Staff? 8 What are the aims and values of the school and how are
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Clip 1‚ “Task 2 Engaging Class Discussion‚” illustrates a time during my lesson that I engaged students to construct meaning from two film adaptations of the same scene‚ Act 3 Scene 4‚ from Hamlet. I engaged the class by asking questions to draw inquiry‚ and it initiated a class discussion‚ where students were drawing on their initial reactions and interpretations that they had from just reading the text and comparing them to their interpretation now after watching both clips. I wanted the students
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Intro: Thesis: The characters in 4 Months‚ 3 Weeks & 2 Days all experience the same struggle of making decisions under circumstances‚ one may forget the importance of having a choice at all. With uncertainty and the lack of trust of another individual and their decisions‚ one will face the risks of losing everything. Trust is vital between characters when important decisions are made‚ if trust is lost it may be one of the hardest things to regain. Gabita lacks this characteristic and is
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TRANSITIONS A transition is any significant stage or experience in the life of a child or young person that has a bearing on their behaviour and/or development. TRANSITONS: Emotional Intellectual Physiological Physical Children and young people naturally pass through a number of stages as they grow and develop. Often being expected to be able cope with these changes. Some children may have to face very particular and personal transitions not necessarily shared or understood by their
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2.1 – Explain the skills needed to communicate with children and young people e.g. make time to speak‚ use eye contact. There are a number of skills need to communicate effectively with children and young people. It is important we act as good role models in order to support children in developing their communication skills. Children should be given ample opportunities to speak. We should always attentively listen to what a child is saying. We should be understanding to each child needs
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Describe with examples how different aspects of development can affect one another Different aspects of development affect one another for example‚ if a child has a physical disability and are unable to complete a task they will become very frustrated. This could affect their development because it would lower their self-confidence. As well as it affecting their cognitive development it could also their behavioural development because their frustration could lead into their behaviour and they
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1.20 Identify and implement strategies to promote diversity and equality in the setting The school is committed to providing an inclusive environment for all children of all abilities and from all backgrounds. With regards to multiculturalism‚ the school promotes this by having a multicultural day for the infants‚ where different classes become different countries and the children can go around to these different ‘countries’ during the day and experience something about that culture (eating different
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# Governors: • Governors are responsible for the approval of the E-Safety Policy and for reviewing the effectiveness of the policy. This will be carried out by the Governors receiving regular information about e-safety incidents and monitoring reports. • A member of the Governing Body has taken on the role of E-Safety . The role of the E-Safety Governor will include: • regular meetings with the E-Safety Co-ordinator / Officer • regular monitoring of e-safety incident
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speech in Act IV‚ Scene 2‚ the context of this entire scene has been set in terms of the country as a whole: Macduff explains to Malcolm that "Each new morn . . . new sorrows / Strike heaven on the face‚ that it resounds / As if it felt with Scotland"(4-7). Later‚ Macduff cries out "O Scotland‚ Scotland . . . O nation miserable!" Macbeth’s motivation in murdering Duncan may have been personal‚ but its effects have become very much public. Malcolm’s next move is a daring piece of reverse psychology:
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