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summarise the relevant policy and age-related expectations of learners relevant to literacy development
provision for literacy development 1.2 Summarise the relevant policy and age-related expectations of learners relevant to literacy development in the setting 1.3 Summarise the [ [ port_literacy_development.pdf ] ]
Expert answered|asifiqbalasif1|Points 50|
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Asked 6/10/2012 1:04:34 PM
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Use clear language and examples to discuss and clarify personalised learning goals and criteria for assessing progress with learners
Weegy: From the perspective of assessing students for the inclusive classroom, some aspects of the composition of international schools are unique. [ The admissions process tends to foster self-selection with the results that students with severely handicapping conditions rarely apply for admission. Students tend to come from families with professional backgrounds, representing multi-cultural and multi-linguistic backgrounds. For most, English, the language of instruction, is a second or third language. Furthermore, students rarely present with learning disabilities that are more than slight or moderate in nature. The classroom composition is quite unlike that of the public schools in the United States, for example, where all children are the responsibility of the system and laws govern the types of services that must be in place within the schools. With the movement towards inclusive classrooms, teachers can be empowered to adapt and enhance the language of instruction and support individual learning styles, through training or team-based problem solving. Classroom teachers can become empowered to deliver targeted interventions for students with language and learning disabilities as a part of regular teaching. Their efforts may be supported through consultation or collaboration with educational specialists within the system. ] (More)
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Asked 6/10/2012 11:08:25 AM
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explain the aims and importance of learning provision for numeracy development
Weegy: None of these skills and attitudes are actually new, of course; it's just that in our modern world, in which everybody is connected, where many jobs can either be automated or outsourced and in which information is cheap, everybody needs them, [ so they are skills and attitudes that must be developed in schools. If you look carefully enough at the current English National Curriculum, you can find many of these skills and attitudes. The problem with it is that the skills are usually blended in with subject content and tend to be at quite a low level while attitudes seem to be the preserve of the PSHE curriculum. For example, in the KS2 Geography curriculum, you have objectives such as "to ask geographical questions for example, "What is this landscape like?, What do I think about it?" What is meant to be developed here are thinking skills. But by combining the skills with the content, emphasis on explicit development of skills is lost at the expense of getting the content across (and often, it's the teacher who will end up explaining what the landscape is like, not the student.) What teachers need instead is an up-to-date list of essential skills and attitudes that can be developed across the curriculum, both the taught and the hidden curriculum, in a challenging and exciting way. Such skills and attitudes are ill-suited to be placed either under subject headings (as many of them were under the current curriculum) or area of learning headings. They need to be emphasised and made explicit, not duplicated from subject to subject and watered down to suit the content. These skills are cross curricular, not subject or area specific, and the attitudes can and should contribute much to a school's culture. ] (More)
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Asked 6/10/2012 2:53:29 PM
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