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Question: Assignment 1 Unit 34: Criminal Psychology
Unit code: J/502/5579
QCF Level 3: BTEC National
BTEC Level 3 Nationals specification in Applied Science

P1 explain how psychological perspectives have been used to explain criminal behaviour [IE3, CT4]

M1 compare and contrast psychological perspectives used to explain criminal behaviour

Answer: Task 1 P1 Social perspective The social perspective theory means that peoples behaviour is learnt from the society around them i.e. if...


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  • Subject: Criminology
  • Course: Criminology
  • Level: BTEC
  • Year: Not applicable
  • Mark: Not available
  • Words: 1111
  • Date submitted: May 23, 2017
  • Date written: November, 2011
  • References: Yes
  • Document type: Essay*
  • Essay ID: 8003

Question: Unit 010/L4 Using inclusive learning and teaching approaches in lifelong learning
City and Guilds PTLLS Level 4 Award in Preparing to Teach in the Lifelong Learning Sector
Awarded - 2012 in UK

Assignment Tasks
3.1 Review own approaches to delivering inclusive learning and teaching
3.2 Analyse how own inclusive learning and teaching practice can be improved to meet the needs of learners

Answer: The teacher is responsible for applying different teaching methods in order to deliver the course effectively. The main point in preparing a...


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  • Subject: Education
  • Course: City & Guilds PTLLS Level 4 Preparing to Teach in the Lifelong Learning Sector
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 964
  • Date submitted: May 21, 2017
  • Date written: November, 2012
  • References: No
  • Document type: Essay*
  • Essay ID: 7998

Question: Unit 008/L4 Roles, responsibilities & relationships in lifelong learning.
City and Guilds PTLLS Level 4 Award in Preparing to Teach in the Lifelong Learning Sector
Awarded - 2012 in UK

Assignment Task
1 Understand own role and responsibilities in lifelong learning
1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities
1.2 Analyse own responsibilities for promoting equality and valuing diversity
1.3 Evaluate own role and responsibilities in lifelong learning
1.4 Review own role and responsibilities in identifying and meeting the needs of learners

2 Understand relationship between teachers and other professional roles
2.1 Analyse the boundaries between the teaching role and other professional roles
2.2 Review points of referral to meet the needs of learners
2.3 Evaluate own responsibilities in relation to other professionals

3 Understand own responsibility for maintaining a safe and supportive learning environment
3.1 Explain how to establish and maintain a safe and supportive learning environment
3.2 Explain how to promote appropriate behaviour and respect for others

Answer: 1.1 I would like to work for an adult and community education sector, as a teacher of Russian language. I will be...


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  • Subject: Education
  • Course: City & Guilds PTLLS Level 4 Preparing to Teach in the Lifelong Learning Sector
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 5414
  • Date submitted: May 21, 2017
  • Date written: November, 2012
  • References: No
  • Document type: Essay*
  • Essay ID: 7997

Question: Unit 009/L4 Understanding Inclusive Learning and Teaching in lifelong learning.
City and Guilds PTLLS Level 4 Award in Preparing to Teach in the Lifelong Learning Sector
Awarded - 2012 in UK

Assignment Task
1. Understand learning and teaching strategies in lifelong learning
1.1. Analyse learning and teaching strategies used in own specialism
1.2. Evaluate the effectiveness of approaches to learning and teaching in own specialist area in meeting needs of learners
1.3. Evaluate aspects of inclusive learning

2. Understand how to create inclusive learning and teaching in lifelong learning
2.1 Analyse inclusive approaches to learning and teaching
2.2 Analyse how to select resources that meet the needs of learners
2.3 Explain how to create assessment opportunities that meet the needs of learners
2.4 Review how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills

3. Understand how to create a motivating learning environment
3.1 Explain how to engage and motivate learners in an inclusive learning environment
3.2 Explain how to establish ground rules with learners to promote respect for others
3.3 Review ways to give constructive feedback that motivates learners

Answer: 1.1/1.2 Effective teaching requires flexibility and creativity. As a teacher, I must constantly analyse my teaching techniques. I need to have collection...


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  • Subject: Education
  • Course: City & Guilds PTLLS Level 4 Preparing to Teach in the Lifelong Learning Sector
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 4307
  • Date submitted: May 21, 2017
  • Date written: November, 2012
  • References: No
  • Document type: Essay*
  • Essay ID: 7996

Question: Compare the ways in which poets use ordinary events to explore universal themes in ‘Chainsaw Vs Pampas Grass’ by Simon Armitage and one other poem of your choice from the Poems of the Decade.

A Level English Literature

Consider:
Poet’s development of themes
Poet’s use of language and imagery
Use of other poetic techniques (structure/form)

Answer: Both Armitage and Motion use ordinary events to explore universal themes such as masculinity and its important role in society. Armitage uses...


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  • Subject: English Literature
  • Course: English Literature
  • Level: GCSE
  • Year: Not applicable
  • Mark: Not available
  • Words: 695
  • Date submitted: May 21, 2017
  • Date written: Not available
  • References: No
  • Document type: Essay*
  • Essay ID: 7995

Question: Creative Writing: Homelessness

GCSE English Literature

Answer: Did you just see a beggar on the street? Well I’ll tell you what don’t stop, keep walking. The homeless don’t need...


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  • Subject: English Literature
  • Course: English Literature
  • Level: GCSE
  • Year: Not applicable
  • Mark: Not available
  • Words: 903
  • Date submitted: May 21, 2017
  • Date written: Not available
  • References: No
  • Document type: Essay*
  • Essay ID: 7994

Question: How does Hill create tension and suspense in the second chapter, A London Particular? (30 marks with 4 extra marks for SPG – spelling, punctuation and grammar]

GCSE English Literature

Answer: Hill creates tension and suspense in the 2nd chapter by varying sentence length. Hill uses long sentences followed by very short ones;...


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  • Subject: English Literature
  • Course: English Literature
  • Level: GCSE
  • Year: Not applicable
  • Mark: Not available
  • Words: 611
  • Date submitted: May 21, 2017
  • Date written: Not available
  • References: No
  • Document type: Essay*
  • Essay ID: 7993

Question: TDA 3.2 Schools as organisations
Bolton College - Level 2 Certificate in Supporting Teaching & Learning in Schools

LO1. Know the different types of schools in the education sector.
Complete the following tasks (1 & 2)
1.1 & 1.2 identify the main types of state and independent schools. Using the internet, research the different types of schools within England and produce a substantial list including a brief description of the school. Ensure that you include early years, primary, secondary, faith, independent, voluntary aided, and community schools. Also identify how each school is governed. (See table below and complete).
Nursery School
State Primary School
Independent School
Secondary School
Voluntary Controlled School
Voluntary Aided School
Community School
Special School
Free School
Academies

Task 2 Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance.
Complete the table below to show the main characteristics of each type of school (Add additional rows if necessary). Remember to include information about the key stages and the board of governors.
Nursery School.
State Primary School.
Independent School.
Secondary School.
Voluntary Controlled School.
Voluntary Aided School.
Community School.
Special School.
Free School.
Academies


Assessment task for LO2
2. Know how schools are organised in terms of roles and responsibilities. Complete the table below to show the responsibilities of the school governors, senior management team, teachers, support staff, and the SENCO (Special Educational Needs Co-ordinator).
2.1 There are many people who support the care and education of the children in schools.
Below, describe in detail the role and responsibilities of each of the following…
A – School governors
B – SMT (senior management team).
C – SENCO
D – Teachers
E - Support staff (i.e. Teaching Assistant)

2.2 - As a Teaching Assistant, you may be expected to work alongside many different external education professionals within the team to support children and young people within the school. These professionals may not be directly employed by the school but provide services such as educational psychologist etc.
There are other external professionals that also work with the school team to support the children and the school. Talk to your class teacher or SENCO about the various educational professionals who visit the school and what they do. Now write an overview of what the educational professionals do in your school. Identify at least 5 external professionals and explain their role.
1. Educational Psychologist -
2. Speech and language therapist -
3. Education welfare officer -
4. Youth Offending Team –
5. Occupational Therapist –

3.1 – Create a sentence for each point to identify a definition of an.... (you may want to refer to a dictionary for this task).
A – AIM: A result that you want to achieve.
B – VALUE: A judgement on what you think is important in life.
Task 3.1 & 3.3 – Obtain a copy of your schools prospectus or handbook, using this information describe below how your school upholds their aims and values. If your school does not have a prospectus then you should find this information from the school website.

LO 5. Know about the range and purpose of school policies and procedures.
Complete the following tasks:
5.1. Identify & explain why schools have policies and procedures
Task 1 – Write a report to explain why schools have policies and procedures.
Task 5.2. Identify the policies and procedures schools may have relating to:
a) Staff
b) Pupil welfare
c) Teaching and learning.


6.1, 6.2 & 6.3 - Identify and describe the roles and responsibilities of national and local government for education policy and practice and produce a written report explaining the information you have found.
Task 1 - Match the roles and responsibilities for policies and practice to either local government or national government.
Task 2 - Produce a short written report that describes the roles schools have in national policies that relate to children, young people and families
Task 3 - Describe the roles of other organisations working with children and young people and how these may impact on the work of schools.

Answer: 1.1 and 1.2 Nursery School – A nursery school is part of a primary school for children aged 3-4. It will have...


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  • Subject: Education
  • Course: Level 2 Certificate in Supporting Teaching and Learning in Schools
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 2390
  • Date submitted: May 21, 2017
  • Date written: November, 2015
  • References: Yes
  • Document type: Essay*
  • Essay ID: 7992

Question: TDA 2.14 Support children and young people at meal or snack times
Bolton College - Level 2 Certificate in Supporting Teaching & Learning in Schools

Assessment tasks for supporting children and young people at meals and snack times.
Learning outcomes 4 and 5 must be assessed in the workplace
1. Know the principles of healthy eating for children and young people.
1.1 Outline the nutritional requirements for a healthy diet for children and young people.
1.2 Describe examples of healthy meals and snacks for children and young people.
1.3 Describe how culture, religion and health conditions impact on food choices.

2. Know the benefits of healthy eating for children and young people.
2.1 Describe the benefits of healthy eating for children and young people.
2.2 Describe the possible consequences of an unhealthy diet.
2.3 Describe how to recognise and deal with allergic reactions to food.
2.4 Describe where to get advice on dietary concerns.

3. Know how to encourage children and young people to make healthier food choices.
3.1 Describe the food policy of the setting.
3.2 Describe with example ways of encouraging children and young people:
-To make healthier food choices and eat the provided food for them

Answer: 1.2 At Heathfield for snack a selection of fruit is always provided and at lunch time there will always be fresh bread,...


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  • Subject: Education
  • Course: Level 2 Certificate in Supporting Teaching and Learning in Schools
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 1916
  • Date submitted: May 21, 2017
  • Date written: November, 2015
  • References: No
  • Document type: Essay*
  • Essay ID: 7991

Question: TDA 2.3 Communication and professional relationships with children, young people and adults
Bolton College - Level 2 Certificate in Supporting Teaching & Learning in Schools

1.1 - You are a new TA at a school… in a written report below, describe how you would work to establish respectful, professional relationships with children and young people at your new school.
1.2 Thinking about the class discussion on communication and role models, describe with examples how to behave appropriately for a child or young person’s stage of development.
1.3 Using the case studies from week 2 class activities, write a report to describe how you would:
Describe how to deal with disagreements between children and young people.
1.4 Describe how your own behaviour in this case study could:
a) promote effective interactions between children and young people
b) impact negatively on interactions with children and young people

2.1 Thinking about your notes from class….in paragraphs below, describe how to establish respectful, professional relationships with adults.
2.2 Describe the importance of adult relationships as role models for children and young people


3.1 – Describe below the differences in communication between each age range.
Key stage 1 –
Key stage 2 –
Key stage 3 –
Key stage 4 –
3.2 – Create a report below, describing the differences between communicating with and adult or a child young person. Please make sure you cover both children and
3.3 List 3 or more other communication difficulties that may exist when working with children young people or adults.
3.4 Using 2 of the ideas from class below describe in detail other ways in which you could adapt communicating with a child, young person or an adult.
1 - Students who have Downs Syndrome. 2 - EAL students
3 - Students who are deaf. 4 - Students who have a severe learning difficulty.
3.5 Read the case studies below and describe in full how you would deal with the disagreement between
a –The TA and a child/young person
b – The TA and another adult.

4. Know about current legislation, policies and procedures for confidentiality and sharing information, including data protection.
4.1 – List relevant legal requirements and procedures covering confidentiality, data protection and the disclosure of information.
4.2 - Describe the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this.
4.3 – Create a spider chart below to show the types of situations when confidentiality may be breached.

Answer: 1.1 As a TA I would bring a positive attitude in to school with me and have an approachable manner so that...


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  • Subject: Education
  • Course: Level 2 Certificate in Supporting Teaching and Learning in Schools
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 3103
  • Date submitted: May 21, 2017
  • Date written: November, 2015
  • References: No
  • Document type: Essay*
  • Essay ID: 7990

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