Support Staff Essential Training Help and improve own and team practice in schools Help and improve own and team practice in schools Intended outcomes Upon completion of this module learners should be able to demonstrate the knowledge‚ understanding and skills required to help improve own and team practice in schools. It requires demonstration of competence in reflecting on and improving own practice‚ and supporting the work of the team. Context Developing people and nurturing talent is
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between the teaching role and other lifelong learning professional roles. Summarise your own responsibilities in relation to other lifelong learning professionals Within the 2003 workload agreement (Woodward and Peart‚ 2013) its explains the levels of work a teacher could reasonably expect but also defines the roles which would provide a framework of support to the teachers role. Though this applies to secondary education the principles can inform teacher roles in the lifelong learning sector.
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All the different suggestions and strategies on how to positively guide preschool children including being clear about roles‚ using a relaxed voice‚ writing interactive morning messages‚ using frequent check-ins‚ offering specific activities in learning centers‚ and
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curriculum which are: Community schools which are run and owned by the local authority and as such will provide support through creating links with the community and providing support services as well as making use of school facilities for example adult learning. Voluntary schools which can either be voluntary aided or voluntary controlled. Voluntary aided schools and run by religious bodies and governed by them. Whereas voluntary controlled schools are funded by the local authority which employs staff
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1.3 Evaluate own role and responsibilities in lifelong learning Any roles come with own responsibilities. We have to act within professional codes which involve knowledge of the Code of Professional Practice (2008). This was introduced by the Institute for Learning‚ to cover the activities of teachers in the Lifelong Sector. The code is based on seven behaviours: Professional integrity‚ Respect‚ Reasonable care‚ Professional practice Criminal offence disclosure Responsibility during institute
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Unit 2 Merila 1.1 explain the importance of continually improving knowledge and practice Reflective practice is inoperative in order to ensure that high standards are kept continuously as circumstances children and environments change In order to reflect one must continuously be aware of approaches used and how they can be changed or developed to improve Continually improving and adapting approaches benefits both children and practitioners ensuring that each individual child needs are
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City & Guilds Preparing to Teach in the Lifelong Learning Sector (PTLLS) THEORY TASK 1 2 3 4 5 6 7 Candidate Name|Lara Franks|Enrolment No.|| Date submitted||Date marked|| I confirm that the evidence for this assignment is authentic and a true representation of my own work. Student signature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date . . . . . . . . . . . . . . . . . . . . . . . . . . Delete all but the task covered;1
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Before learning this unit‚ my conception of inclusive practice was very limited. When thinking about inclusive practices‚ I firstly reflected on my stands of treating people who are physically disabled. I believed that people with disability should be treated normally as others in the society and this is one way of respecting and protecting their self-esteem. Treated normally means they can lead their lives like other ‘normal’ people; they feel secure in the society and do not need to worry about
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301 2.5 I had an incident with another member of staff. I had been working as a TA with a year 8 class‚ the RE teacher i was working with used to have a laugh and joke with them and would then abruptly tell them " right stop now we need to get on with our work". They were a lower set class with many statemented pupils‚ who got confused and upset as to why they could laugh and joke about but then get told off‚ they couldnt instantly switch to work mode. I approached the teacher before their next
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Constructivism: A Holistic Approach to Teaching and Learning Janet Giesen Faculty Development and Instructional Design Center Northern Illinois University Introductions • Your name • Your department or unit • Your experiences or knowledge of constructivism • Why have you joined us today? Overview • Learning cycle • Constructivism – Learning theory – Process – Instructional strategy • Classroom applications • Instructor and student roles Learning Cycle or “5 E’s” Engage Extend
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