box | Feedback: (Continued from previous page) | Marker/Tutor/Assessor name: | | Grade | | Date | | Resubmission date (if referred): | | Grade | | Date | | IQA’s name (if sampled) | | | Date | | Understanding inclusive learning and teaching in lifelong learning I have delivered a teaching session covering for a colleague on sick leave. It was the first time I had worked with the group within which there was an ESOL learner‚ a learner with dyslexia‚ a
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Understanding Diversity within Society 1.1 Explain the meaning of Diversity in detail Diversity refers to the variety of backgrounds‚ orientations and experiences created within our community. When a community is diverse there is the presence of different points of views and ways of making meaning which flow from the variety within it. This variety arises out of different cultural‚ racial‚ ethnic‚ religious‚ gender‚ socioeconomic class‚ political‚ developed abilities‚ and/or sexual orientation
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Unit 4 – Understanding inclusive learning and teaching in lifelong learning 1. Evaluate a range of learning and teaching strategies in lifelong learning. Within your answer you must cover the following giving examples: * An analysis of a range of learning and teaching strategies (minimum of 3) used in own specialism * An evaluation of the effectiveness of learning and teaching approaches in own specialist area in meeting needs of learners * An evaluation of inclusive learning
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UNIT 009: Understanding Inclusive Learning and Teaching in Lifelong Learning 1:1 I deliver training in project management and use variety of strategies e.g. lecturing‚ questioning and answer‚ and brainstorming. I also use discussion and demonstrations‚ workshops and seminars. I use these learning and teaching strategies to engage learners and facilitate learning by sight‚ hearing and doing. Learners are able to “hear it‚ do it‚ link theory to practice and reflect on what they learn” (Kolb‚ 1984)
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The members of the group are both male and female who have a variety of issues‚ many have challenging behaviour. 1.1 In my role as an assessor it is my responsibility for me to keep up to date with all relevant legislation and codes of practice Some examples are; Children Act (2004)- Every child matters This act is to make sure that professionals work together to maintain the welfare of children. There are five outcomes for this * Be healthy * Stay safe * Enjoy and achieve
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Unit 6 Curriculum Development for Inclusive Practise ‘Curriculum refers to the means and materials with which students will interact for the purpose of achieving identified educational outcomes.’ (www.education.com) A curriculum can vary depending on the type of course you are teaching and the resources that you have to teach with; with what I believe all leads to a similar ending; a qualification for your learners. Through this I am going to analyse my own teaching context with another type.
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Ascentis Award in Understanding the Principles and Practices of Assessment Ascentis Award in Assessing Competence in the Work Environment Ascentis Award in Assessing Vocationally Related Achievement Ascentis Certificate in Assessing Vocational Achievement Level 3 Award in Understanding the Principles and Practices of Assessment Award in Assessing Competence in the Work Environment Award in Assessing Vocationally Related Achievement Certificate in Assessing Vocational Achievement Specification
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1. Understanding the Principles and Practices of Assessment 1.1. Explain the functions of assessment in learning and development Assessment is a judgment on a learner’s performance and knowledge against criteria set by the awarding body. It is used to measure and record a learner’s level of knowledge and skills and gives feedback on their performance. It also allows the employer to determine whether the learner is able to meet the requirements of their role by monitoring their development
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Inclusive Learning Environments for Preschool Children with Special Needs Part 1: What is Inclusion? An inclusive learning environment ensures that all children are granted an education with an emphasis of equal importance‚ along with equal valuing of all students and also staff. Within this non-restricting environment it‚ “implies that every child should have the resources and support that they need for successful learning”‚ (Smith‚ 1998‚ p.307). Within the inclusive learning environment
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EQUALITY AND DIVERSITY: POLICY AND PRACTICE ABSTRACT The purpose of this paper is to analyse and evaluate equality and diversity policies between two companies and determine whether there are gaps between policies and practices in relation to recruitment and selection. The report entails case studies of two organisations namely Working Links (WL) and The Royal Borough of Kensington and Chelsea (RBKC). This report shows that there is a gap between policy and practice in both organisations‚
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