Your assessor will ask you to complete workbooks, essays etc to cover each unit of this award, which will differ, depending on which awarding body is being used. Therefore, the guidance answers enclosed are based on the ‘outcomes’ for each unit, which will support your knowledge, and…
Assessment for the rest of the unit, learning outcomes 2, 3, 4 and 5 will be coved as direct observations assessed in the work place and will be on-going, as reflection on practice and personal development is a large part of working with children and this qualification.…
1 PART A: COURSE-SPECIFIC INFORMATION 1 2 2.1 2.2 2.4 2.5 3 STAFF CONTACT DETAILS COURSE DETAILS Teaching Times and Locations Units of Credit Course Aims and Relationship to Other Courses Student Learning Outcomes LEARNING AND TEACHING ACTIVITIES 3 3 3 3 3 4 4 7 7 7 7 7 8 8 9 9 10 10 5 6 1 2 3 3.1 3.2 3.3 3.4 3.5 4 5 COURSE RESOURCES COURSE EVALUATION AND DEVELOPMENT PROGRAM LEARNING GOALS AND OUTCOMES ACADEMIC HONESTY AND PLAGIARISM STUDENT RESPONSIBILITIES AND CONDUCT Workload Attendance General Conduct and Behaviour Occupational Health and Safety Keeping Informed SPECIAL CONSIDERATION AND SUPPLEMENTARY EXAMINATIONS STUDENT RESOURCES AND SUPPORT 10 11 16 17 18 18 18 18 19 19 19 21…
I am especially glad that I have been able to see how this course will compliment my plans to become a primary teacher, with specific examples being used within school settings. This had been playing on my mind prior to the course as to how useful these skills will be, yet during this first session my uncertainty has diminished and I am confident that I will learn skills for my future career and benefit many everyday situations.…
Assignment requirements Candidates must successfully complete all parts of an assignment to a satisfactory and appropriate standard in order to gain a pass for that assignment. The assignments have been designed to assess the ability of candidates to cover a range of issues associated with a given unit. Consequently, it is not appropriate for parts of any assignment to be omitted, submitted incomplete or of an unsatisfactory standard. All assignments must be completed and assessed within the candidate’s period of registration. It is up to centres to decide how long they give candidates to complete their assignments, and this may vary from one unit to another. Tutors/assessors are reminded of their responsibility to provide written feedback to candidates regarding their assignments and of the fact that candidates should not be encouraged to submit work for final assessment until it is complete and to the appropriate standard for the task. Bearing in mind the above responsibility which lies with centres, candidates will normally have two opportunities to submit each individual assignment. Candidates who fail any task should not resubmit work within one week of receiving their result. Centres must provide precise written feedback and where necessary, further learning opportunities to maximise the candidate’s potential to succeed on their second attempt. Candidates must have achieved the minimum marks indicated for each question in the short answer question element. Should the candidate not meet the minimum marks indicated, their second opportunity should take the format of a professional discussion. Guidance on this is provided in the Assignment Guidance. Learners may choose to word process their answers. Assessors may guide learners in the length of their responses. They should use the marking guidance as a rough indication of what should be covered, and use the space…
The TSS aims to support the inclusion of pupils with special educational needs and enable access to learning opportunities.…
I have been working in this school for 11 years now and I have seen a lot of changes and development throughout the years. You, the students, have also experienced changes as well. Instead of providing you with all the information about the school, I think it would nice for you to demonstrate your Personal, Learning and Thinking Skills (PLTS) and from your personal experience to provide a brief report on this school as an organisation.…
4. Making a positive contribution - this outcome includes the development of self-confidence and enterprising behaviour in learners, together with…
* Department for education skills UK. (2006), Good practice guidelines for the skills check and initial assessment. BTL and AlphaPlus Consultancy Ltd.…
I had written feedback from one of the Teaching Assistants I work with and she has written;…
For the past five years and half years I have worked at Colchester Institute. I initially worked as a learning support assistant providing support for a alternative education programme. For the past six months I have assumed the role of Assessor on the programme.…
In order to assess pupil’s achievements the teacher will take the main lead in doing so and the learning support practitioner will take guidance from the teacher’s assessments in order to support the pupil’s progress. In order to have a clear vision of the students ability and how they are progressing, the class teacher will monitor and assess students achievements, conduct reports of the achievements found for the department; other staff including year learning co-ordinators; and for the parents, they will also have meetings to share examples of pupil’s progress and discuss why they think that child is working at that particular level, this will further help the teacher to shape and adapt their teaching to a child’s individual needs. The teaching assistant’s role at this time will be to support the teacher and have an input by discussing how they also believe the student is coping with the subject and to help set targets that can be put into the report so the student can achieve to their full potential.…
References: Gravells. A (2014) Achieving Your Assessment and Quality Assurance Units (TAQA) Learning Matters: London…
Accurate, factual, up to date Record keeping is a very important part of a teacher’s role. They need to keep effective assessment records for every student. It allows both teacher and the student to reassess the teaching-learning relationship. This identity’s which students need more help, guidance and support and helps them understand what they need to do next to improve their work. This enables the teacher to base their lesson plans on a detailed knowledge of each pupil. Records tell us what has been taught and when. It helps underpin the courses structure by telling us the complete history and progress of both student and the course. Only then can we give the learner accurate and reliable feedback…
Learning support practitioners can be an invaluable resource in the successful planning, delivery and review of learning. They can offer immeasurable support to the teacher and, most importantly, to the pupils. However, that support is only truly effective if it is organized, structured and consistent – both in terms of the learning objectives set by the teacher and the pupil’s own learning needs. There are many ways in which a learning support practitioner can contribute to the Classroom Process Cycle1 (planning > preparing > doing > reviewing etc.) but let’s look at just some of them.…