Unit 317 support bilingual learners

Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title.

Unit 317 support bilingual learners

Focus the assessment activities on gathering evidence in terms of the main outcome Unit 317 support bilingual learners in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title.

Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes. Make sure evidence is gathered across the entire range, wherever it applies.

Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.

Unit 317 support bilingual learners

Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.

BOARDS OF EDUCATION

The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques.

Where this is required, there will be assessment criteria to specify the standard required. The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes again and again and again.

This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible. All assessments should be conducted in line with the following well documented principles of assessment: Additive multilingualism A form of bilingual education in which the language of instruction is not the 1st language of the children, and is not intended to replace it.

In an additive bilingual education programme the first language is maintained and supported, but the language of learning and teaching is taught alongside it. When the language of instruction is likely to replace the children's first language, this is called subtractive bilingualism.

Appropriate dress footnote in u std: Author The creator or originator of a piece of narrative, whether signed or written. Coherence The underlying logical relationship, which links ideas together.

Coherence is to do with ideas and meanings. A paragraph see definition below is coherent if all its sentences see definition below are connected logically so that they are easy to follow. Cohesion Linking ideas by means of language e.

Collage A form of art in which a variety of materials, such as photographs, fabric, objects, hand-drawn pieces, and printed text, are attached to a surface. Learners can demonstrate their understanding of many themes and issues through the choice of materials and design elements of a collage.

Colloquialism A word or expression used in everyday conversation but not in formal language.About College Life Counselling and Mentoring Financial Support and Fees Learning Support How to Apply (Full Time & Apprenticeships) School Unit CGLI Level 3 Maintenance of machine systems – Unit This course has expired but has been left here for reference purposes.

City & Guilds Level 3 Diploma in Specialist Support for Teaching and Learning in Schools (QCF). Warranty & support other → Top brands COURSE DESCRIPTIONS, SYMBOLS, SFSU Course Descriptions 6 INTRODUCTION monolingual and for bilingual dictionaries, including a discussion of the translation process that is a necessary part of bilingual entry writing.

If you are using OGPL as a textbook, Part 1 can be seen as a reference section providing background information, while Parts 2 and 3 form a complete set of teaching modules.

Make customer service environmentally friendly and sustainable (Impression and image group) assessors and learners that provides unit-specific support materials and tutor forums to complement the delivery and learning experience. L2 Logbook downloadable unit v1 pdf 49 KB 25 Apr ; L2 Logbook downloadable unit .

Learners at this level read and view a range of texts. People credited with this unit standard are able to read and view a variety of text types with understanding and to justify their views and responses by reference to detailed evidence from texts.

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