Showing 127–135 of 475 results

  • TDA 3.6 Promote equality, diversity and inclusion in work with children and young people

    $7.00

    TDA 3.6 Promote equality, diversity and inclusion in work with children and young people

    2.1 Explain ways in which children and young people can experience prejudice and discrimination.

    2.2 Analyse the impact of prejudice and discrimination on children and young people.

    2.3 Evaluate how own attitudes, values and behaviour could impact on work with children and young people.

    2.4 Explain how to promote anti-discriminatory practise in work with children and young people.

    2.5 Explain how to challenge discrimination.

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  • TDA 2.1 ACTIVITY Task 1-3

    $5.00

    TDA 2.1
    ACTIVITY
    Task 1
    [2.1] Check your knowledge of child development with this quiz! You have 10 minutes to answer as many questions as you can. You must not look at your textbooks or your work. Choose your answers from the following age ranges:
    0–3 months 3–6 months 6–9 months 9–12 months 12–18 months
    18–24 months 2–3 years 3–7 years 7–12 years 12–19 years

    Physical development

    1. When does walking commonly begin?
    2. When are babies able to hold their heads up and steady for a few seconds?
    3. When do babies start to roll from front to back?
    4. When do children begin to feed themselves with a spoon?
    5. When do babies often start to crawl?

    Communication, language and literacy development

    1. At what age do children enjoy jokes?
    2. What is a common age for asking ‘why?’ and other questions?
    3. At what age can children understand ‘no’+?
    4. When does babbling begin?
    5. When can children begin to put two words together?

    Knowledge and understanding of the world / Problem solving, reasoning and numeracy

    1. When can children understand concepts of weight and size?
    2. When does academic knowledge grow through following exam curriculum?
    3. When is an interest in reading and writing shown?
    4. When will children solve a simple puzzle?
    5. At what age is sorting objects enjoyed?

    Personal, social, and emotional development

    1. When is a strong desire to fit in with peers commonly shown?
    2. When do children find it difficult to share?
    3. At what age are tantrums common?
    4. When is distress at separation first shown?
    5. When do children begin to like their privacy to be respected?

    Task 2
    [2.1] Complete the spider diagram below with influences on children’s development, and examples of each one.

    Task 3 [2.2]

    Complete the following paragraph using the words provided in below with the following word choices. Word choices:
    thoughts milestones referral typical feedback
    specialist identify support observation extra

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  • TDA 3.2 Schools as organisation

    $12.50

    TDA 3.2 Schools as organisation
    AREA 1
    Summarise entitlement and provision for early years education

    Explain the characteristics of the different types of schools in relation to educational stage(s) and school governance

    Explain the post-16 options for young people and adults

    List of options for post 16, 17 and 18

    AREA 2
    The purpose of having a school governing body is to:

    Evaluate methods of communicating a schools ethos, mission, aims and values

    Explain how the ethos, mission, aims and values of a school may be reflected in working practices.

    Summarise the law and codes of practice affecting work in schools

    Explain how legislation affects how school work

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  • TDA 3.19 Support disabled children and young people

    $7.00

    TDA 3.19 Support disabled children and young people and those with special education needs.

    3. Be able to support the inclusion of disabled children and young people and those with special educational needs.

    3.1 Obtain information about the individual needs, capabilities and interests of disabled children and young people and those with special educational needs with whom they work.

    TDA 3.19 Support disabled children and young people and those with special education needs.

    3. Be able to support the inclusion of disabled children and young people and those with special educational needs

    3.2 Identify barriers to participation for disabled children and young people and those with special educational needs with whom they work.

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  • Biological Psychology Worksheet

    $3.00

    Biological Psychology Worksheet
    Answer the following questions. Be prepared to discuss your answers.

    1. What is biological psychology?
    2. What is the historical development of biological psychology?
    3. Name one to three important theorists associated with biological psychology.
    4. Describe the relationship between biological psychology and other fields in psychology and neuroscience.
    5. Describe the major underlying assumptions of a biopsychological approach.
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  • Importance of a school leader to demonstrate the indicators

    $15.00

    GALC Activity # 6: Classroom- based Assessment Questions

    Course Objectives: 1-8

    Related Standards:

    Florida Principal Leadership Standards: 1-10

    Interstate Leadership Licensure Consortium Standards (ISLCC) 2, 3, and 5

    Educational Leadership Constituents Council (ELCC) Standards 2, 3, and 5

    Classroom-based Assessment for FPLS 6 (FPLS-6 Writing Task): “Effective school leaders employ and monitor a decision-making process that is based on vision, mission, and improvement priorities using facts and data.”

    1. Drawing on class activities, course materials, and professional experiences, explain why it is important for a school leader to demonstrate the indicators (6-a to 6-e) that comprise this standard. (Approximately 100 words)
    1. Drawing on your observations (formal and informal) and attentive to the relevant literature, describe and analyze two or three examples of FPLS 6 and its comprising indicators (positive or negative examples) in use among practicing school leaders. (Approximately 300 words)
    1. Drawing on class activities, course materials, professional experiences, and formal/informal observations, discuss how you plan to demonstrate this standard in your own professional practice as a school leader. (Approximately 200 word
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  • TDA 2.9: Importance of all staff consistently and fairly applying boundaries and rules for children

    $3.00

    1.1.2. Describe with examples the importance of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the policies and procedures of the set It is very important for all adults working with children and young people to be fair and consistent when inappropriate behaviour occurs.

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  • TDA 2.9: Policies and procedures of the setting relevant to promoting children and young people’s positive behaviour

    $5.00

    1.1.1. Describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour.

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  • TDA 2.2: Principles and boundaries of confidentiality

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    3.3.5 Describe the principles and boundaries of confidentiality and when to share information.

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