University Degree: Teaching
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Child Initiated Play Observation. My observation of Child M took place in play area during their outdoor and indoor activity time .
Context: Child 'M' was observed on Friday 4th November 2011 at 9:20 am. She was indoor playing in the sand pit with 3 other children, socks and spoons to play with. She also went to play outside with another child, running around. Observation: Time : from 9:20am - 10:20 am Observed for an hour Level of Play/ Type of play Method: The method I have use to observe child's initiated play is the time sample method. 9:20am Child 'M' is playing indoor in the sand pit with 3 other children. The play area is safe and comfortable for children to play around.
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The area I have chosen to cover for my Early years presentation is circletime. This is an area I have researched in detail and feel is very important for young childrens development
Circle time is extremely good for children's development and has advantages such as: 'Circle Time provides the ideal group listening system for enhancing children's self esteem, promoting moral values, building a sense of team and developing social skills'. (Mosley, J, 1997, p33) The context in which I have chosen to set my situation and training is a school where circle time is rarely used. The school has a very high rate of bullying and children struggle to form friendships. The recent ofsted report states that PSHE teaching is unsatisfactory and there is little positive interaction between children whilst working in the classroom.
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This assignment shall debate the value of out-of-school sites, and provide lesson plans derived from a potential farm visit. It shall explain the rationale behind linked sessions
This is a view held by the DfES: "Outdoor Education offers attractive opportunities for achievement of pupils across the spectrum of ability. These can stimulate and reinforce a positive attitude towards education." (1999, p27) As well as supplementing school work, such experiences act as catalysts, enhancing educational success, extra-curricular interests, or future employment. These out-of-school environments help children re-evaluate their opinions of peers and teachers, which can revolutionize relationships enhancing learning experiences. Due to fear of blame, thousands of children miss out on educational visits.
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The humanities subjects all play an important role in the overall curriculum for primary schools and in inter-curriculum skills. If well instructed, they can teach children vocabulary, creative, literacy, spiritual, social and even nationalistic skills (
They should also have the ability to distinguish between the way they are living now, and the way people in the past lived, children are expected to realise that elements of the past were clearly represented in certain ways, stimulating a sense of curiosity in them so they ask questions concerning those past events (Carson, 1984). When teaching KS1 children, teachers need to realise that they learn best in a practical environment (Kyriacou, 1997). As practice demonstrates learning can be enhanced through out of school visits, for example museums can provide affluent resources for demonstrating historical events.
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Equal opportunities in English. I am to explore equal opportunities within the English department within my setting. As a micro study I will use baseline data of Gifted and Talented (G and T) students including: whether they are in receipt of free school
One aspect that I am now coordinating involves mentoring students within the 'Reach for the Stars' group which raises aspirations of first generation potential university students. Most students within this group are in receipt of Free School Meals (fsm) and or on the Special Educational Needs Register (SEN Reg) (Appendix 1). Therefore, by providing mentoring, university visits and other interventions the aim is to ensure that each student feels they are equal to their non fsm counterparts. At the onset of this intervention students were asked to write a letter about 'Where do you see yourself going after Year 11?'
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Reflecting on Learning Support. Within the sequences we watched a number of well executed learning experiences. We witnesed constructive and socio-constructive theories.
The various roles and tasks must be discussed and agreed by each member of the group. To complete the tasks requires each members of the group to use different areas of the curriculum such as; Maths, Art, Information Technology and Geography. They use the internet as a resource to achieve some of their objectives. The group then collaborate their learning and produce the completed project. Learning and Learning Support Sequence One- Teaching Assistants at work This Sequence shows a number of teaching and support methods in and out of the classroom. They are many parts that show children actively exploring and developing in a very stimulating environment.
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Reflection on E111 Course. The major achievement of this course is my understanding of the in my role and responsibilities in dealing with children's learning. In TMA 01 I wrote that it is my job to support the childrens learning (TMA01, 2010
I am now aware that this was the intention of the course and that without questioning and reflection my practice will not improve. The Open University study topics states that, "As a teaching assistant your role of supporting teaching and learning in the classroom may have evolved with time. Alternatively you may have been recruited to the role for that very purpose. Perhaps you lie somewhere in the middle, having joined the body of teaching assistants just as the role was being reviewed and bearing witness to its expansion and development."
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Provide a detailed account of the factors which can help or hinder a persons acquisition of a second language
Pinker (1995: 293) also says: 'acquisition of a normal language is guaranteed for children up to the age of six, is steadily compromised from then until shortly after puberty, and is rare thereafter.' As some linguists argue, not only do language-learning abilities decline as we get older, but this decline affects the outcome of the whole language acquisition process (White 2003: 245). Indeed, when I attended a language school, we, i.e. teenagers, found it much easier to learn English than learners who were over the age of 30.
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This piece of writing aims to address why pupils should learn science and what principles allow it to be taught effectively. It will draw on my own experiences through my initial teacher training as well as experiences of my own learning.
Millar and Osborne (1998) refer to 'scientific literacy' which is the skill to engage with ideas and views which are part of our culture and society. Without this skill, it is not possible to engage with current topic or to make any sort of informed opinion. Davies (2004) makes the point that we don't need science to run a business, to bring up our children or to give up smoking. I believe that teaching pupils science now will allow them to make informed decisions in the future.
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Moving onto secondary school, I remember at first we were taught science in our mixed ability form groups. This was the norm until the end of Year 9 when, based on the results of the SATS, we would be streamed into one four sets for GCSE. The science department scheme of work was aimed at gaining the AQA Double Award GCSE and did not offer the separate sciences, i.e. biology, chemistry and physics. Set 1, the set I was placed in only studied for the Higher paper and were expected to achieve A*- B. Those who were seen to be struggling would be 'dropped' a set by the end of the first term.
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Pupil Assessment - Pupil Z is female and in Year 9. The school has her ethnicity recorded as Afghani, which was confirmed when interviewing her. Pupil Z is listed on the school EAL register and is currently working at between levels 2 and 3 of English Le
The school has no KS2 or KS3 data on Pupil Z and she was placed into Set 4 immediately on her arrival. I was lucky enough to have the opportunity to also interview her father at parents evening and discuss her home life with both of them. At home, her brother is the main English speaker, acting as a translator for her father (who has a basic grasp of the language) but the main language at home is Pashto. One thing discussed at the meeting was how beneficial it would be to have Pupil Z to read a chapter from a chosen book to her father every night as a way to improve both of their English.
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or Adult learning grant (ALG). Keeping accurate records are invaluable throughout education regardless of the course content. Recording the outcome of the initial assessments made on students at the beginning of a course are essential as a point of reference to gauge the progress of the individual to date, these allow the teacher to also create records for an 'Assessment of Learning', by actively involving the students in these records, showing them how they are learning and letting them be able to 'self assess' from these records, it is believed to greatly increase personal motivation and confidence.
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Discuss issues of equality and diversity and ways to promote inclusion with your learners. Review other points of referral available to meet the potential needs of the learner.
(OPSI 2010) All students must be treated equally regardless of their individual needs or abilities, and as teachers, there must be an understanding and appreciation of students indvidual differences, each learner will have there own unique abilities. In 2001 the Special Educational Needs and Disability Act was created ensuring that any and all educational establishments made reasonable adjustments in order to facilitate learning for anyone with a physical, mental or learning disability; these can
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Review what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle.
(Rodgers, 1983) A teacher is expected to have many different roles; one of the most important is as the motivator. Without proper student motivation the best teacher in the world could also be the most ineffectual. It is very important to ascertain what motivates our students in order to get the best out of them and also to create an atmosphere that is conducive to learning. If a model student suddenly changes and starts to struggle, there must be a reason?
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Principle and Practice of Assessment. In order for us to develop as teachers through the CTTLS course we were required to carry out research into assessment, in particular the principles of assessment, peer and self-assessment,
On analysis, it was discovered that significant and often substantial learning gains were made, in particular where formative assessments were concerned; it was noted that at CGSE level, there was often an increase in overall performance of between 1 to 2 grades. With frequent formative assessment it was also noted that lower attaining students and students with learning disabilities benefited the greatest improvements. (Black & Williams, 1998) Hattie (1999) did similar research of his own on the subject, studying a range of pupils in the USA, it was noted that upon analysis similar results were recorded.
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(DCSF, 2009) In order to give the broadest access to all, as well as Level 1 and Level 2 qualifications, Functional Skills will also be available as Foundation, Higher and Advanced Diplomas, or in the place of the Key Skills qualifications. They will also be embedded within the apprenticeship frameworks. Apart from being highly important for adult further education, they are central to the Government's 14-19 education reform. (QCDA 2009) Within my chosen subject of Music Technology, a good understanding of the Functional Skills is essential.
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Review a range of different assessment methods available and explain the ones you would use for your subject area. Evaluate the use of assessment methods in different contexts, including reference to initial assessment. Justify the types of assess
Geoff Petty (1998) believes assessment can inspire and motivate students, thus providing them and us with feedback that is seen as essential in prompting corrective help. When using Formative assessment, the importance is not the score the student achieves, but what the student has learnt, thus allowing the teacher to determine what to teach next whilst working towards a final summative assessment. When setting assessments, we have to take differentiation into account and set different types of assessments so as not to disadvantage a section of the class.
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This portfolio will help to illustrate and address how the current influences of play affect the planning and provision of learning opportunities, an explanation of how observations can respond to meet childrens needs, an explanation of the key issues
"Life must be lived as play". Plato, Greek philosopher, 427-347 BCE http://www.museumofplay.org/about_play/quotes.html E2 - Provide information about current influences on play Early Years Foundation Stage The Early Years Foundation Stage sets standards to enable early years providers (caring for children from birth to five) to reflect the rich and personalised experience that many parents give their children at home. All providers have an important role to play in children's early years experiences - including out of school childcare providers The EYFS is statutory for every provider who cares for children aged five years and under; this includes out of school providers who cater for young children.
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In those cases, a high school may offer certification in secretarial or construction skills when a student follows a specific curriculum. In colleges, specific courses make up the individual's curriculum, allowing one to obtain a degree or certification in a certain field. In this way, the curriculum is individualized to the person's desire for a certain type of expertise. Not following the prescribed curriculum may mean not obtaining a degree.
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will show better skills and technique the aim is to improve accuracy and technique of the skills Make and Apply Decisions ALL: to make the right decision on whether to use a long or short barrier within a game situation Some: will show better decision making skills Evaluate and Improve ALL: be able to observe others and comment on a part of their performance Some: will be able to obersve others and suggest improvements; they will listen to advice and try to improve their performance Develop Physical and Mental Capacity Develop understanding of the long and short barrier and how
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Who is responsible for learning? Macleod believes that in adult education the onus of is on the learner to learn, but the instructor/facilitator also has a role to play; both the learner and the instructor have key roles to play to ensure a meaningful lea
wrote Macleod (2006). Macleod believes that in adult education the onus of is on the learner to learn, but the instructor/facilitator also has a role to play; both the learner and the instructor have key roles to play to ensure a meaningful learning experience. Adults learn in a different ways as opposed to children. This is so for a number of reasons; adults are independent and self-directed, adults are goal oriented, adults are relevancy oriented, adults are practical problem-solvers and adults have already built up life experiences.
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TASK 2 LEAD AND SUPPORT OTHER PRACTITIONERS IN IMPLEMENTING ASPECTS OF THE EYFS FOR TODDLERS (16-36 months)
The aim is for all the children to be directly affected by the activity as, in supporting practitioners in thinking about how to create a more stimulating environment, this will benefit children directly. Practitioners should feel more positive and enthusiastic about their work if their environment is more stimulating and that should also impact on children and be beneficial to their learning. 2.3: What you planned to do and why Std I plan to work with practitioners to improve their motivation for improving the children's learning environment.
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Safeguarding: The Impact on Childrens Learning and Development Through the Perception of the Practitioner.
and is written in line with the Every Child Matters Agenda (2003) which was a result of the inquiry into the Victoria Climbie case (2001). Within the Statutory Framework there is very specific language used. The term 'must' is used throughout and it is very clear about the duty of safeguarding, "The provider 'must' take necessary steps to safeguard and promote the welfare of children." (EYFS Statutory Framework, p.22 DCSF 2008). The Principles into Practice supports the statement in the 'Unique Child' section by stating that children are 'vulnerable' and that their 'physical and psychological well being needs to be protected by adults, (Keeping Safe, EYFS Principles into Practice card 1.3 DCSF 2008)
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Learning Theories - The theories of learning through the models behaviourally, cognitively and humanistically can all be interrelated and used in a classroom setting to teach a full array of learners. Knowing what type of learner a student is can help the
Smiling or nodding after a correct response. 2. Commending correctly done work. 3. Praise students ability to parents By breaking the lesson down into concrete units or steps, a student develops a behaviour that is organised and based on procedure. Cuing is another way to implement the behavioral teaching model. Sometimes a student needs to provide a cue to remind students that a specific procedure needs to be performed. For example, at clean-up time, singing the simple song "Clean-up" gets the students to behave in a manner that gets them ready to go home, or to break time.
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Development Education. The purpose of this essay is to discuss the concept of sustainable development through an analysis of the report Educating for a Sustainable Future. The report will then outline the use of the Development Compass Rose and the
The report, 'Educating for a Sustainable Future', discusses the key interlinking concepts of education and sustainability (UNESCO, 1997). It emphasises how essential education is to achieving sustainability in the future. Sustainability requires countries to come together and work collectively to achieve it. The report acknowledges that education can be both formal and informal integrating all areas of life. This is important especially in poor societies where formal education cannot be afforded. A significant emphasis should be placed on educating the youth as they will be the most influential teachers in the future.
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