In order to try and create an ethos where team members feel like they are valued and are rewarded for their contributions – Individual completion of training certificates should be issued. Following recent conversations, a review of the training cycle will take place in order to ensure that all team members have received correct and adequate training to ensure that the company’s objectives are met. One field of thought is that all team members should attend quarterly training sessions in order to ensure that their skill set is adequate to meet the needs of the
Introduction to Public Practice Audit Case [BC2] Purpose Public Practice Audit Case [BC2] is the second business case in the CGA program of professional studies. The purpose of BC2 is to provide you with hands-on experience in preparing audit working papers. Audit working papers are required to support the audit opinion reached by the auditor. This audit case provides a simulated situation in which you take on the role of an auditor to complete a year-end audit file for review by a partner. Once the audit case is complete you will submit the case to a reviewer who will then return it to you with queries for you to update and finalize the audit.
To adopt new policies for achieving the aims and objectives. To set targets of achieving the aims and objectives. Senior Management Team. The school management team work closely with the head teacher and is made up of more experienced staff, usually the headteacher, year group leaders and SENCO. They usually meet once a week to discuss issues and make dicisions concerning the running of the school and discuss how information will be passed on to teachers and support staff.
For 3.3, you need to write a minimum of 2 paragraphs explaining your own role and responsibility and those of 3 others in a team: 1) SENCO (Special educational needs co-ordinator) The SEN Coordinator (SENCO), in collaboration with the head teacher and governing body, plays a key role in determining the strategic development of the SEN policy and provision in the school in order to raise the achievement of children with SEN The SENCO will co-ordinate additional support for pupils with SEN and liaise with their parents, teachers and other professionals who are involved with them. The SENCO has responsibility for requesting the involvement of an Educational Psychologist and other external services particularly for children receiving support at School Action and School Action Plus. This also includes general SEN assessments, administration and parental support. The SENCO should have the support of the head teacher and other teachers to try and develop effective ways of overcoming barriers to a child's learning and ensuring that they receive effective teaching through assessing the child’s needs and setting targets for improvement. SENCOs must also collaborate with curriculum co-ordinators at the school to make sure that the learning requirements of all children with SEN are given equal emphasis and priority.
How long does it take to complete? Learners can usually complete the Certificate in a year or less. What related qualifications can learners progress to? It enables credits and learning to be transferred from this qualification to the L3 Diploma for the Children and Young People’s Workforce providing a direct progression route. Which type of job roles can learners apply for on completion?
Information Technology VCE Unit 2 Outcome 3 Outcome: “On completion of this unit the student should be able to demonstrate their ability to work collaboratively and apply the problem-solving methodology to create an ICT solution, taking into account client feedback.” Week beginning: Task Description U2O3 Assessment Task focuses on working collaboratively (in a team) to use information technology to design and create a solution to a client’s information problem. Client feedback will be sought during the design stage and upon creation of the product, an evaluation must take place against the client’s original needs. Evidence of project management skills must be demonstrated. You are required to follow the four stages of the problem solving methodology (PSM) 21/10/2013 Number of Lessons: 6 Case Study: Western District Cricket Association Overview The Western District Cricket Association was founded in 1924 and is the major cricket competition in the Warnnambool region of south-western Victoria. Greg Michael, the president of the association, is concerned that numbers of participants have been decreasing over the last fifteen years and several teams have languished due to their inability to attract players.
Task 1 You have been asked to mentor a new volunteer support worker at your school and to provide an induction booklet. The first section of your booklet needs to explain how to interact with and respond to children and young people. In your booklet you must include:- 1.1 A description of how to establish respectful, professional relationships with children and young people 1.2 A description, with examples, of how to behave appropriately for a child or young person’s stage of development 1.3 A description of how to deal with disagreements between children and young people 1.4 A description of how your own behaviour could promote effective interactions with children and young people and how it could impact negatively on interactions with children and young people Task 2 Your volunteer also needs to know how to interact with and respond to adults. The second section of your booklet needs to include:- 2.1 A description of how to establish respectful, professional relationships with adults 2.2 A description of the importance of adult relationships as role models for children and young people Learning outcomes and assessment criteria In order to pass this unit, the evidence that you present for assessment needs to demonstrate that you can meet all the learning outcomes for the unit. Learning Outcome & Assessment Criteria – Outcomes 1 & 2 Learning Outcome | Assessment Criteria | 1 Know how to interact with and respond to children and young people | 1.1 Describe how to establish respectful,professional relationships with children and young people1.2 Describe, with examples, how to behaveappropriately for a child or young person’s stage of development1.3 Describe how to deal with disagreementsbetween children and young people1.4 Describe how own behaviour could promoteeffective interactions with children and young
The Institute for Learning (IFL) is the professional body for teachers, trainers and tutors in the FE sector. The IFL is there to ensure minimum standards of professional behaviour and practice are met; it is to assist in protecting the interests of learners and the wider public. Its aim is to investigate concerns relating to misconduct by its members in relation to their professional behaviour. There are seven expected behaviour topics; professional integrity, respect, reasonable care, professional practice, criminal offence disclosure, responsibility during institute investigations and responsibility to the institution. Students at City College Peterborough are at their youngest 14years old; this therefore means the Children’s Act 2004 bears great significance.
He/she can review learning activities by direct observations in a formative way, by watching and listening and also using the children’s work to record achievements and progress made. Record keeping is also used to show achievements and progress and this can be used in the planning cycle to plan more learning activities scaffolding from the previous learning for each child. 1.2 Evaluate own strengths and weaknesses in relation to supporting learning activities and how these may impact on the support that can be provided. I volunteer 16 hours each week and have done since October 2012 which gives me a clear insight and experience over a few days of the week of the weekly learning activities and also the everyday essentials of the week, however due to work commitments sometimes I need to leave early in order to be in work on time. Ideally a full time employed post in a primary school would benefit me with having full access to the week in the school.
Milica Green Instructor : Chris Soholt ESL 051: Illustration essay 29 May 2012 My expectation for this class Every since I came to this country, I have wanted to improve my English. I am excited about what will come and the goals I will achieve this term . I have strengths I wish to expend on and weaknesses to work on. I hope with the help of my professor and classmates I can make the most of this class. While taking this ESL class I am looking forward to learning how to write effectively, improve my grammar and become a better writer.