Planning and Enabling Learning †Pel Essay

Wilson (200801) asserts that A savant spate be aged from 14 upwards and acquirement can come in in any suitable environment. Learners in the sector may be funded by government bodies, by their employers, by funding councils or by their witness finances. Some ar nourished by student loans, bursaries or scholarships. In a nutshell, lifelong cultivation covers everything that is not compulsory education. scheme Initial assessment Initial assessment happens at the time of a learners transition into a novel scholarship programme.It is a holistic process, during which a instructor/ trainer starts to build up a picture of an individuals turn overments, skills, interests, previous cultivation carry come outs and goals, and the instruction withdraw associated with those goals. This study is employd as a fundament for negotiating a run for or programme. task 1 (i)b Which services are available for learners who need extra help and support? Venue evaluation case sig ht The College welcomes students with additional tuition necessitate on to its courses and seeks to discipline that whenever possible those needs are met.The selection criteria and procedures are kept under review to ensure that every(prenominal) applicants and students are treated fairly. Students are selected and treated on the basis of their germane(predicate) merits and abilities. proletariat 1 (ii). Evaluate slipway of planning, negotiating and recording attach discipline goals with learners system Planning and negotiating learning goals If you dont subsist where you are going, it is difficult to select a suitable sum for getting there, Mager (1955). A learning goal is what a learner wants to achieve, by attending a relevant programme of learning with his/ her instructor/ motorbus.The learning programme pull up stakes be determined by the qualification content, create by an Awarding or Examining Body. The teacher/ tutor need to turn in what he/ she is going to teach, and their learners need to know what they are going to learn. These should be perfunctoryly negotiated and agreed. A supportive and respectful relationship between the learners and the teacher/ tutor ordain ensure realistic goals and targets are agreed, along with how the learning progress go forth be assessed and recorded. Recording learning goals A teacher/ tutor should encourage his/ her learners to take ownership of the process of planning their learning journey.To help promote them to be independent learners, the teacher/ tutor will need to negotiate and agree their goals and targets, and assess their progress along the way. It is great that wholly targets are recorded whether they are hard targets, i. e. directly base on the curriculum or soft targets, i. e. personal and commingleer goals. If the teacher/ tutor is pedagogy a programme, which does not lead to a formal qualification, he/ she will still need to record learner progress. This is cognise as reco gnising and recording progress and achievement in non-accredited learning (RARPA). chore 2 SCHEME OF WORK TASK 2 (i).Devise a scheme of counterfeit in your own specialiser area for a minimum of 4 weeks or eight sessions, ensuring that it includes all the information indicated on the Performa on p21 Theory Scheme of Work Every teacher/ tutor has a scheme of hold up, entirely it may exist only in spite of appearance her head, and it may be incomplete. Just as the curriculum is the answer to the learners question, Why do we have to learn this? the scheme of work is the answer to the teachers question, What am I going to do? . It is the teachers equivalent of the builders plan and the trains blueprint. Scheme of Work is a on the job(p) document.It is not immutable, mediocre as building plans can be changed up to a point. It is agree to be messed with, to be annotated and scrawled all over. It is the most useful evaluation beast you can have, because given that most of us r epeat courses grade on year, reference to last years well-worn Scheme (and the year sooners) is the best run to how to change things for this year (particularly if the teacher/ tutor are conscientious enough to enter in the findings from your evaluation exercises). TASK 2 (iii)a. apology The selection and sequencing of topics, and, when relevant, how this met curriculum/ course of instruction unavoidablenesssTheory truncated introduction to market and Marketing mix Marketing is at the amount of money of every organisations activity. Its importance is also growing in the non-commercial, public and voluntary sectors. Also, at the heart of merchandise is the customer. This unit will introduce learners to some of the tools and techniques all types of organisations use to achieve their objectives. Marketing refers to the social and managerial processes by which products, services and value are exchanged in order to fulfil individuals or separates needs and wants.These proces ses include, further are not limited to, advertising, promotion, distribution, and sales. The marketing mix is a coarse concept, which includes several aspects of marketing which all, inquires to obtain a similar goal of creating cognizance and customer loyalty. The marketing mix is not only an important concept, but a guideline to reference back to when implementing the price, promotion, product, and distribution, (wikipedia. com). vindication natural selection and sequencing of topics, and, when relevant The selection and sequencing of the topics is based upon the learning looks, purpose and objectives that the unit involves.The aim and purpose of this unit is to give learners an understanding of how marketing, research and planning and the marketing mix are used by all organisations. The five units delivered in the five weekly sessions enable the tutor to cover the unit of Marketing mix, which is part of the module principles of marketing, besides covering the focus und etermined area, the other significant advantage is that it can also be used as a basis for further study of specialiser marketing units depending on interest and availability of the unit as specialist outlet area.The Marketing mix unit is a mandatory syllabus requirement, delivered through the 5 weeks programmeroom sessions providing a comprehensive understanding of the pragmatical issues involved in Marketing using 4Ps tool of marketing mix. From this unit, Firstly, learners will explore how different types of organisations use marketing principles to meet the needs of their customers and achieve their objectives. The constraints under which organisations operate are important and learners will study the ratified requirements and voluntary codes that affect marketing.Secondly, Learners will examine how a marketing mix is developed to meet the needs and aspirations of a targeted group of prospective customers, before going on to develop a marketing mix for a new product or servi ce. How the tutors scheme of work plan met curriculum/ syllabus requirements Selected and adapted, a set out of inclusive learning activities to enthuse and motivate learners, ensuring that curriculum requirements are met. Analysed the strengths and limitations of a range of resources, including new and emerging technologies, showing how these resources can be used to promote equality, support diversity and contribute to effective learning. Identified literacy, quarrel, numeracy and ICT skills, which are integral to own specialist area, reviewing how they support learner achievement. TASK 2 (iii)b. Justification The use of resources and how they promoted inclusive learning Theory Inclusive learning Inclusive principle means recognising, accommodating and meeting the learning needs of all the students.It means acknowledging that the students have a range of individual learning needs and are members of diverse communities a student with a disabling medical teach may also have E nglish as an additional language and be a single parent. Inclusive teaching avoids pigeonholing students into specific groups with predictable and fixed approaches to learning. TASK 2 (iii)c. Justification Differentiation Theory Differentiation in practice in the curriculum The key to the severalize curriculum is the flexible use by teachers of a wide range of activities and lesson organisations, Janet Spillman (1991).Differentiation is round teaching and learning styles and teachers should be using all three types of differentiation in order to have a florilegium of teaching approaches to accommodate the different learning styles in the classroom. Teachers who only engineer in the ability group way are limiting the learning of many pupils in their classes, particularly those with special educational needs. All pupils should experience all three types of differentiation in order for teachers and pupils to maximise the teaching and learning that occurs in the classroom.Accele rated Coverage of Material promote synergetic methodology for learner tutor involvement, Supplementary Materials provided as the course subject material for developing understanding and highlighting key issues, Graphic diagrams provided for optic assessment and absorption by the learners of the concepts and theory, Group and independent Study held for work cooperation and discussion of diverse views from the mass participation, Recommendation of relevant Books from various skillful in the field it is important to memorise specialised book from a pool of books available from the same subject area which is not lucky for the learners to identify. TASK 2 (iii)d. Justification How the minimum core (literacy, language, numeracy and ICT) supported learning Theory Minimum Core Since September 2000 it has been expected that initial teacher education programmes should equip all trainee teachers to develop inclusive approaches to addressing the language, literacy and numeracy needs o f their learners.The requirement for all trainee teachers to meet the minimum core of literacy, language, numeracy in all post-16 teacher initial teacher education (ITE) programmes was first defined by FENTO in 2004. Coverage of the minimum core is intended to provide a teacher with the minimum level of skills in language, literacy, numeracy and ICT that are essential to teachers who work in the lifelong learning sector. Justification Minimum core (literacy, language) supported learning Speaking and listening Learners put forward a range of contributions to classroom discussions and make effective presentations in a wide range of contexts by carrying out individual and/ or group work investigating organisations and their marketing working with others in investigating businesses (employees, olleagues, teachers, class mates). Reading Learners are able to compare, select, read and understand texts and use them to run across information, ideas, arguments and opinions instruction a bout organisations and their marketing reading about organisations to obtain information to compare businesses marketing activities Writing Learners are able to write documents, including elongate writing pieces, communicating information, ideas and opinions, effectively and persuasively writing materials to provide information about organisations marketing activities producing labelled charts and diagrams. Justification Minimum core (numeracy and ICT) supported learningBy introducing various ways of interaction with and using ICT and Web ICT systems independently, learners can research organisations and their marketing activities, modify them to understand approaches to complex classroom task needs. Calculation techniques, formulas and tabulating information about organisations allow learners to use numerical methods of learning and assessment. Exploration, investigation and evaluate of the relevant marketing topics from the provided information and case studies, and data from the from websites about business organisations and their marketing activities help the learner get involved with the key issues of the subject area. TASK 3 LESSON PLANNING TASK 3 (i).Design and include a lesson plan on the Greenwich proforma (p 19-20), which you would use in your specialist area, completing all aspects of this proforma (150 words limit) To fail to plan is to plan to fail, (Petty, 2004422, cited by Wilson, 2008). jibe to a definition at Wikipedia. com, a lesson plan is a teachers detailed description of the course of instruction for one class. A daily lesson plan is developed by a teacher to guide class instruction. Details will vary depending on the preference of the teacher, subject being covered, and the need and/or curiosity of children. TASK 3 (v). handle the reasons for the inclusion of aspects of the minimum core (literacy, numeracy and ICT) in this lesson plan (150 words limit) Justification Minimum core (literacy, language) supported learningSpeaking and listening Learners make a range of contributions to classroom discussions and make effective presentations in a wide range of contexts by carrying out individual and/ or group work investigating organisations and their marketing working with others in investigating businesses (employees, colleagues, teachers, class mates). Reading Learners are able to compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions reading about organisations and their marketing reading about organisations to obtain data to compare businesses marketing activities Writing Learners are able to write documents, including extended writing pieces, communicating information, ideas and opinions, effectively and persuasively writing materials to provide information about organisations marketing activities producing labelled charts and diagrams.