Reflective Journal Assignment 3 i) Reflect on your portfolio of professional development in order to demonstrate how your practice has developed across the year. ii) Reflect on the GTC research ‘How does collaborative Continuing Professional Development (CPD) for teachers of the 5-16 age range affect teaching and learning?” Reflect on the role of the professional teacher in the light of the GTC professional standards and the National Standards for Qualified Teacher Status. You should link
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ASSIGNMENT COVER SHEET PGCE Secondary Modern Languages Name: Claudia Maria Negroni Group: PGCE MFL Secondary (Spanish with French) Module Number: SML 4010 Assignment Title: Developing Subject Knowledge and Pedagogy in Modern Languages Date submitted: 1st November 2013 Tutor: Monika Reece LO1 – A critical review of relevant subject knowledge and understanding a language audit to address areas requiring improvement (503 words) Linguistic reflections L1 – Spanish My
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Understanding Curriculum and Professional Issues This assignment will explore current views on professionalism in the Lifelong Learning Sector in the UK‚ and will make particular reference to the impact of professional status on teachers in the Further Education (FE) sector. The paper will examine current policy before going on to discuss; professionalism‚ continued professional development (CPD)‚ the importance of reflective practice as a professional attribute and impact on teaching. The assignment
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References: 1. Newlands‚ T. (2011/12 ) PGCE professional handbook religious studies 2 3. Schreiner‚ P. (1999) Different approaches to RE/RS in European schools – the Scandinavian approach in a European context in N.-Å. Tidman (ed) Into the third Millennium... EFTRE conference August 1998 in
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COMPUTER AIDED LEARNING - will computers replace human teachers? A study on the use of computers as an aid to learning‚ in this age of technology. Also asking the question "Will computers replace human teachers?". A study I did for the 2nd year of my PGCE (UK) teacher ’s certificate. MODULE 7 Acknowledgements Natalia Thomas‚ Librarian‚ Aberdare Campus of Coleg Morgannwg. Steve Tozer‚ ex Computer Technician‚ Aberdare Boys Comprehensive School
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UNIT 6: WORKING TOGETHER FOR THE BENEFIT OF CHILDREN AND YOUNG CHILDREN 1.3: FUNCTIONS OF EXTERNAL AGENCIES I have a responsibility to help the children in my care achieve the 5 outcomes of the UK Government Initiative Every Child Matters (ECM) – Be Healthy‚ Stay Safe‚ Enjoy & Achieve‚ Make a positive contribution and Achieve economic wellbeing. It is important that I contact and utilise other professionals to help achieve these outcomes. This is
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NATIONAL ACADEMY OF THE STATE BORDERGUARD SERVICE OF UKRAINE NAMED AFTER BOHDAN KHMELNYTSKYI Translation department COURSE PAPER THE HIGHER EDUCATION OF THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND PRESENTED BY
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ASSESSMENT COVER SHEET Name: Maria-Jayne Appleton Centre: Ormskirk Programme: PGCE Programme Module Number: SMA4011 Assignment Title: Planning for Effective Teaching and Learning in Mathematics Deadline date: 7th March 2014 Tutor: Martin Pickett Comments related to Learning Outcomes: On successful completion of this module you will be able to: LO1 Critically evaluate the current curriculum‚ planning and assessment practice relating to mathematics
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Great Minds A TES Essential Guide to education’s most influential philosophers guide Join the largest network of teachers in the world. Subscribe today. To subscribe to TES: Call: 0844 543 0064 quoting “essential” or Visit: www.tslshop.co.uk/tsl/essential For thousands of free teaching resources visit www.tes.co.uk/teaching-resources www.tes.co.uk Log on and be inspired. WHERE THEORY MEETS PRACTICE A TES Essential Guide Educational philosophies are complex and
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Handbook for Subject Specialist Observers / Mentors Certificate in Education and PGCE programme UCLan partnership 2012 /2013 Contents All of the contents below are hyperlinked. Hold your cursor over the item you want and press Ctrl+Click to go to that section. Welcome Welcome to our teacher education partnership. This booklet is designed for subject specialists and mentors who will be supporting the development of teachers who are undertaking initial teacher
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