Unit 12: IT Technical Support Unit code: J/601/7279 QCF Level 3: BTEC National Credit value: 10 Guided learning hours: 60 Aim and purpose The aim of this unit is to enable learners to use their understanding of technical support tools and techniques and organisational policies and procedures to source technical information and communicate advice and guidance to resolve technical problems. Unit introduction Developments in technology have created a demand for technical
Premium Technical support Management Education
Learning Activity to Support Bilingual Learners Subject: Math Topic: Addition Grade: Second Activity Name: Roll the Dice Materials: Popsicle sticks‚ dice Have player one roll a pair of dice. Add the two numbers. The player gets that number in popsicle sticks. (If they get the correct answer.) He/she builds a tower if the popsicle sticks. Second player gets a chance. The player with the tallest building wins. The goal is to go through 10 rounds. Reflection: Manipulatives are
Premium Human body Learning Education
are 4 types of school in the UK which all follow the national 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
Premium Education in England School types Education
Assignment 303 – Support Learning Activities. 1.1 A Learning support practitioner may contribute by maybe planning a lesson or a set task within a set lesson that the teacher has planned‚ with the teachers permission. They might also put their ideas forward of what they might think might work within a lesson‚ or what the children might enjoy doing. With the delivery side a support practitioner might help the teacher deliver the lesson‚ so that the practitioner gets a bit of experience and
Premium Learning Education Knowledge
ENS 303 Study Guide Power Gripgives strength required to maintain the grip (tennis racket‚ jumping rope) Hook Gripusing fingers in flexed position (carrying brief case‚ shopping bag‚ rock climbing) Key grip variant of precision grip to enable you to pick up or hold flat objects (key into lock‚ using cash card) Limbrical position involves the MCP joint Brings us back to original position (limb position) Boutonniere deformity Takes place in the PIP joint Mallet Deformity Takes place in
Premium Scapula
303 Principles of diversity‚ equality and inclusion in adult social care settings Task Bi Induction for social care workers in an adult care setting Legislation and codes of practice relating to diversity‚ equality‚inclusion and discrimination The Equality Act is a legislation that is in place to ensure that people are given equal rights and opportunities regardless of their age‚ gender‚ disability‚ race‚ religion or belief and sexual orientation. This legislation promotes diversity
Premium Discrimination
A word of welcome Purpose of the module Outcomes of the module How this module is organised for learning Reflective questions The purpose of reflective questions Suggestions on how to approach reflective questions Keeping record of your reflections Helpful hints and suggestions when writing a journal Activities Study package References PART 1: BEGINNINGS: CREATING CONTEXT Study Unit 1: Finding your personal space within the module 1.1 1.2 1.2.1 1.2.2 1.3 1.4 1.5 1.6 Transformative
Premium Learning Experiential learning
It is important to evaluate learning activities for the following reasons: • To see what is working and what needs removing or changing • To assess how the activities are being delivered and how they could be improved • To see how the activities are being received by the pupils Evaluating is a great way to really get the understanding of whether something is succeeding or may need changing. So if you spend time going through the learning activities and seeing how students have responded
Premium Activity A Great Way to Care Evaluation
Unit 103: Support Individuals with Self-Directed Support 1. Understand self-directed support:- 1.1 Explain the principles underpinning self-directed support and how this differs from traditional support:- The principles underpinning self-directed support and how it differs to traditional support is as follows:- Right to independent living - If someone has an impairment they should be able to get the support they need to live an independent life. Right to a personal budget - If someone
Premium Person Individual Planning
TDA 3.7 SUPPORT ASSESSMENT FOR LEARNING 1.1 Compare and contrast the roles of the teacher and the learning support practitioner in assessment of learners’ achievements. The class teachers’ main role is to monitor and assess pupils’ achievement. They need to be aware of the progression made by all the children in their class and be able to report back to both the parents and other staff. As a Teaching assistant my main role is to support the class teacher whilst this ongoing assessment
Premium Assessment Educational psychology Education