Capacity for analysis and synthesis No clear-cut definition of the capacity emerged from the consultation but it was evident that the Subject Area Groups SAGs defined analysis and synthesis in a very wide sense. The Business Studies SAG listed among others the elements of identifying the right research question or problem, the ability to describe as well as to conclude and formulate recommendations as indicators.
As part of the reform of teacher education, a new teacher qualifications framework for the lifelong learning sector in England is to be introduced in September This document details the revised minimum core to be included within the new initial teacher education programmes.
The revised minimum core remains a subject specification. It does not detail associated professional practice as this is located within the broader teacher training programme.
The revised minimum core continues to detail the knowledge, understanding and personal skills in English and Mathematics expected of all teachers in the sector.
Requirements relating to ICT are included for the first time The most significant revision of the previous minimum core relates to the numeracy elements. This reflects recent changes in approaches to the learning and teaching of Mathematics.
Detailed in this document are the elements of the knowledge and understanding and personal skills in English, Mathematics and ICT required of teachers in the lifelong learning sector.
As before, it is not suggested that these elements of the minimum core have equal weighting.
The suggested extent of coverage for each element is provided as guidance only. The document gives examples of how this knowledge and understanding will be important for teachers in their professional role. It is important to note that this is a minimum core.
Teacher education programmes are encouraged to include further elements of literacy, language, numeracy and ICT, in addition to those specified, to meet the particular needs of trainee teachers and the learning programmes they teach.
Programmes must prepare trainee teachers to teach their own learning programmes in ways that take account of the language, literacy, numeracy and ICT needs of their learners.
All teachers need to be confident in working with colleagues to ensure the development of language, literacy, numeracy and ICT skills of learners.
Some trainee teachers may wish to complete one or more of the units or qualifications that have been developed to support the embedding of literacy, language and numeracy. This could be as part of their initial teacher education course or through continuing professional development.
How this should be approached is detailed at the end of this document.
Please refer to page This publication is designed to support Higher Education Institutions HEIs and National Awarding Bodies NABs in developing their teacher education qualifications and to be of practical use to all those responsible for teacher education and training in colleges and other organisations.
Not only will it ensure that all trainee teachers are fully prepared for their teaching role but also support their understanding of further continuing professional development needs and opportunities. Teachers, teacher trainers and trainee teachers should consult a companion document, Language, Literacy, Numeracy and ICT: Inclusive learning approaches for all teachers, tutors and trainers in the learning and skills sector.
This section details the extent of knowledge, understanding and personal language and literacy skills expected of all teachers in the learning and skills sector. English5 as specified by QCA.F oundation skills refer to the literacy and numeracy.
ask childre n to share their understanding and evaluate of skills with an impact on the productivity of the ICT.
Students build on previously developed knowledge, understanding and skills in relation to mental health, healthy food habits, drug A student analyses attitudes, behaviours and consequences use, sexual health and road safety.
Evaluate how own knowledge and skills in literacy, numeracy and ICT impact on practice Develop a plan for improving own knowledge, understanding and skills in literacy, numeracy and ICT I believe I know how to find information from books and know how to use the internet to find information also I believe I could look things up in magazines.
young people with the knowledge, understanding, skills and values to take advantage of opportunity (ICT) are changing the ways people share, use, develop and – have the essential skills in literacy and numeracy and are creative and productive users of technology, especially.
Support Practitione Essay Sample.
Describe how a learning support practitioner may contribute to the planning, delivering and review of learning activities. understanding and skills in literacy, numeracy and ICT impact on practice. identify opportunities to improve own knowledge, understanding and skills in literacy, numeracy and.
The findings on teaching assistants’ impact on literacy come from a trial of Switch-on Reading, a week programme aimed at pupils in their first year of secondary school who did not achieve the expected levels in literacy at the end of primary school.