Unit 201- Outcome 1 Aspects of Employment - Dismissal‚ redundancy‚ retirement and TUPE - Breaches of contract - Health and Safety - Maternity / Paternity leave - Holidays‚ sickness and compassionate leave - Discrimination and bullying in work place - Removal of barriers for disabled people - Data Protection - Discrimination during recruitment process - Equality within the workplace‚ for example‚ working hours‚ pay‚ benefits - How you are managed in the work place - Entitlement to career development
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Teaching‚ learning and assessment have been the three main focus points for this unit of study. Teaching today is thought of differently to the way it has been thought of in the past. One major learning point of this was that we now know that students aren’t like tape recorders. Students don’t learn by being told information‚ they construct their own knowledge‚ and they do this better if the teacher provides a constructivist setting in the classroom. In order to teach in the manner expected of
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Assignment 1.2: The Teaching and Learning Cycle a) Teaching and Learning Cycle The teaching and learning cycle is about how we assess and teach learners and the different stages of teaching and learning. There are four stages in the teaching and learning cycle: initial and diagnostic assessment‚ course and lesson planning‚ teaching and learning‚ and assessment and review (summative and formative assessment). Each stage is key in determining what happens in the next stage and that ‘the cycle involves
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Unit 201 Manage own performance in a business environment 1.1 Outline guidelines‚ procedures codes of practice relevant to personal work There are a number of guidelines and procedures in place to enable me to do my job not only to the best of my ability but in a professional manner. Whilst on the reception area‚ there are procedures that need to be followed relating to various aspects of the job including correct procedures to greet visitors‚ answer the telephone‚ dealing with incoming and outgoing
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Awareness and Learning • Identify processes related to sensing and perceiving information from the environment. • Describe factors that influence states of human consciousness. • Distinguish between different types of learning. Course Assignments 1. Readings • Read Ch. 4–6 of the text. • Read this week’s Electronic Reserve Readings. 2. Individual Assignment: Critical and Creative Thinking Questions I • Resources: Visualizing Psychology • Read questions 1‚ 2‚ & 4 located in
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the Editor: 20 Jan 1999 Learning Matters at Lingnan are short papers on teaching and learning that aim to provide a forum fo exchange of ideas about instructional matters. You are most welcomed to contribute to the forum by w Learning Matters at Lingnan‚ and/or responding to ideas that you either agree or disagree. Please se your ideas and contributions to the Teaching and Learning Centre (TLC)‚ Lingnan College. Using Micro-teaching for Peer Review of Teaching University teachers these days
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Unit 3 - supporting children E1 The children act 1989 Protection of children act 1999 Safeguarding vulnerable groups act 2006 Childcare act 2006 Equality act 2010 E2 the children act came into force in 1991 this was to attempt to bring together lots of different legislations; I cover many things like child protection‚ parent responsibility and the inspection of settings. It mostly cover that a child’s welfare is paramount‚ and that their views should be taken into account at all times
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Support Teaching and Learning 2.1‚ 2.2‚ 2.3‚ 2.4‚ 2.5‚ 2.6‚ 2.7‚ 2.8‚ 2.9‚ 2.10‚ 2.11‚ 2.12‚ 2.13‚ 2.14‚ 2.15‚ 2.16‚ 2.17‚ 2.18‚ 2.19‚ 2.20‚ 2.21‚ 2.22 Planning‚ implementing and evaluating activities are a good way to help structured learning‚ to see pupils progress and for improvements where necessary and if targets are achieved to go beyond and help pupils think for themselves encouraging independence. These 3 things regarding the activity help to choose the right and appropriate resources
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When we first started teaching and we reflected on our instruction practices‚ we found that students did not understand their purpose for learning. We wanted them to make a connection from the content area to the real world. When students understand exactly what they’re supposed to learn and what their work will look like when they learn it‚ they’re better able to monitor and adjust their work‚ select effective strategies‚ and connect current work to prior learning (Brookhart‚ S.‚ Moss‚ C.‚ 2014)
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