A Comparison of Orlando and Othello Essay -- comparison compare contra

Orlando and Othello In her novel Orlando: A Biography, Virginia Woolf draws upon Shakespeare's Othello to both enhance the images within her novel through allusion and further Orlando's character development using juxtaposition. Spanning about 400 years, various historical eras, and gender ambiguity in the characters, Orlando is certainly not a traditional novel. Thus, it follows that its use of historical information and literature breaks from convention as well. This is true for Woolf's use of Shakespeare's Othello. While the play is drawn upon in various contexts, from character traits to plot line, Woolf carefully places her allusions such that they support her plot line at one moment while they may be inconsistent at another. This works well within her novel because as she breaks from convention by utilizing multiple timelines and shifts in gender and sex for her characters she is able to shift in her parallels from the characters in Othello to the characters of Orlando. These shifts accen t the changes she is making within her characters and plot line and also force the reader to break with the long standing views of gender and "otherness" established in Shakespeare's work. During the first half of Orlando: A Biography, Woolf clearly draws off of the play Othello. At times this is clearer than others. In both Orlando and Othello, there is little reference to Othello by name. He is referred to instead by an ethnic background--he is the Moor. One might question the certainty of the Moor representing the figure Othello in the novel Orlando. In the case of the play, it is quite obvious that Othello is being referred ... ...his ideal of love. Orlando is jealous because of actions he observed Sasha make. While it seems that he would have more of a reason to be upset, he does not take the same magnitude of action. While is does have a long term effect on his life, he eventually moves on with his life instead of destroying it. 1 Orlando, pg. 13 2 Orlando, pg. 15 5m 3 Haines-Wright, Lisa and Kyle, Tracy L. "Fluid Sexuality in Virginia Woolf" Virginia Woolf: Texts and Contexts New York, NY: Pace University Press, 1996 4 Byles, Joan M. "The Winter's Tale, Othello and Troilus and Cressida: Narcissism and Sexual Betrayal" American Image: Studies in Psychoanalyss and Culture 36, no.1: 81 5 Byles, Joan M. "The Winter's Tale, Othello and Troilus and Cressida: Narcissism and Sexual Betrayal" American Image: Studies in Psychoanalyss and Culture 36, no.1: 83

Nutrition leads to Academic Success and better life

All of us have an amazing gift, have you ever considered how incredible the human body is? Just look at what the brain is capable of doing and how it deals with our daily classroom requirements. Our brain needs several very important ingredients to make it more efficient with our academic success. Shockingly, fats are critical, our brains need good fats. We also need proteins, carbohydrates and water. These ingredients are really necessary for us to process information effectively. We will now look at the way our brains work. Within your brain, a biochemical process of learning is occurring, that parallels the classroom experience. Making connections, finding meaning, and solving problems are learning tasks that require lightning-fast electrical impulses between areas of the brain It's 5:30pm. You just arrived for your class after a long day at work. You have prepared yourself for this learning experience of visual input, hands-on activities, reading and experimentation – to absorb as much as possible (Norman). You look around your class room, do you see bright eyes and positive, expectant expressions, or do you see squirming, sleeping, or distracted fellow students. Do you notice if your peers are stressed, depressed and anxious? According to experts, the internal environment of the brain is an integral part of learning, just as important as the classroom environment. You may find in some cases students are not able to learn due to poor nutrition or inadequate hydration (Norman). A balance diet is critical to health, and physicians are concerned about today’s increased marketing of junk food and fast food. A trend that so alarming that some have termed it the next â€Å"tobacco† (Jenkins). Within your brain, a biochemical process of learning is occurring, that parallels the classroom experience. Making connections, finding meaning, and solving problems are learning tasks that require lightning-fast electrical impulses between areas of the brain. Formation of memory requires physical growth and reshaping of networks of brain cells. So that wonderful experience – when the lights go on and you say, â€Å"I get it! † – is a neurochemical process as well as an academic one. By nourishing the brain with healthy food and water, you will optimize the internal environment, enabling you to truly engage in the classroom environment and achieve your potential by knowing what your brain needs (Norman). The nutrients that help our brains work well are found in high concentration in the Mediterranean diet (Jenkins). Place your two fists together, with your inner wrists touching. Your brain is about this size and shape. Most of us have seen the rubbery pink models which aren’t a good representation; the brain is amazingly soft, composed primarily of fat and water. It is grayish and pudding-like – composed of 100 billion brain cells – called neurons that drive our thinking, learning, feeling and states of being. Neurons need good fats, protein, complex carbohydrates, micronutrients – vitamins, minerals, phytonutrients, and water. These nutrients are necessary to power the learning functions of neurons. It’s amazing how our neurons connect (Norman). Just imagine your neurons are shaped like an outstretched hand, with fingers spread. Dendrites (fingers) receive information from other neurons, which is then sent through the axon (arm) to another neuron. The connection between two cells is called a synapse, where the dendrite of one cell nearly touches the body or axon of another cell. Neurons can connect multiple times with the same cell; grow extensions to connect with distant cells, and connect with many different cells at once by growing more dendrites. The brain is dynamic, responsive, and efficient: new connections will be made to record and integrate new information learned. Old, unused connections will be pruned away. This process of building and pruning is not confined to the time of the classroom experience, but continually evolves with all learning that occurs in your life, integrating what is learned within and outside the classroom, integrating life's experiences into the knowledge base and personality we have. The raw material for building and pruning of these connections comes from the food we eat. The big question is what should we feed our brains and body (Norman)? In past years fat was considered an unhealthy part of your diet, now we know that good fats are essential. Our solid matter of the brain is 60% fat, being that our brain consists largely of fatty membranes. Most brain fats are polyunsaturated, meaning their structure contains few or no double bonds which makes the molecules flexible. These fats help maintain flexible, dynamic membranes that are able to transmit and receive information, and maintain other cell functions such as energy production and stores water. Cholesterol is a saturated fat that is often linked Adkisson 4 ith heart disease, but the right cholesterol is an important part of a healthy brain. Sufficient quantities of cholesterol are manufactured in the body without dietary sources. Fat provides energy for the brain as well as a transformation using B-vitamins and other trace nutrients within the neuron to produce pure ATP. The best fats to consume are omega-3 oils from fish, nuts, seeds and dark leafy greens. The next ingredient provides the building blocks of our entire body (Norman). Protein provides amino acids that are used to form our neurotransmitters (NT) and support structures in neurons. Tryptophan from turkey and milk is used to produce serotonin, an NT creating feelings of well-being. Tyrosine, an amino acid found in almonds, an avocado, bananas and meat, is used to make dopamine, associated with enthusiasm (Norman). Our bodies produce about half of the twenty amino acids it needs the other ten are obtained from the foods we eat (Jenkins). Amino acids are also reassembled into powerful antioxidants that are used to protect DNA and other cell components from damage. Proteins also form receptors; structures embedded in membranes that aid in cell communication. All of us need energy and the best was to get it is through the following (Norman). Carbohydrates are the number one energy source for our brain. Sugar is the main fuel for the brain. Most of us have noticed a boost of energy when we eat something that provides sugar. Keep in mind that consuming excessive sugar for breakfast, causing bursts of energy followed by headaches, trouble concentrating, or drowsiness. When our sugar levels rise in our bloodstream, the pancreas releases insulin, which directs sugar into cells, to keep our blood sugar at a stable level. The more sugar we eat causes more insulin to be released, which leads to drowsiness. Many persons instinctively reach for more sugar to boost their energy, thus initiating this cycle again. People, who begin their day with a large donut and sugary juice drink, have a candy bar for a snack, followed by a soda afterwards. This becomes an addiction that’s very difficult to overcome the awful rollercoaster effect of the sugar-insulin response. The best way to overcome it is to make sure your meals contain complex carbohydrates – i. e. whole grains or products made with whole grain flour, rather than refined sugars. Nonetheless, the absorption rate of refined sugar is generally higher, causing a greater release of insulin. One must not forget the next very important ingredient that 60% of our bodies are made up of (Norman). I’m so amazed with the way our neurons store water in tiny balloon-like structures called vacuoles. Water is necessary for optimal brain health and function. Water maintains the tone of our membranes for normal neurotransmission. It improves our circulation and helps in removing wastes. It also keeps our brain from overheating; lack of water could cause serious damage. Dehydration can lead to fatigue, dizziness, poor concentration and reduced cognitive abilities. Even mild levels of dehydration can impact learning performance. It is interesting to note that hydration has been found to affect exercise tolerance. People who are dehydrated tend to feel tired during exercise and avoid activity, a risk factor for obesity. When you are hydrated well before exercise and drink water while exercising leads to an enjoyable experience with less fatigue. It’s encouragement to keep a water bottle at you desk to sip throughout your classes to achieve the recommended intake of water throughout the day. Nutrition and hydration make a difference that helps the foundation for healthy learning. Making healthier choices is an essential part of your education and well-being. Keep water bottle at your desk throughout your class periods. Eat healthy treats such as whole fruit, whole grain crackers, and veggies. Learn how to choose the healthiest foods from the menus at the mall or carry a lunch. Incorporate healthy nutrition at work and home. By making these small changes you’ll be more attentive, and able to enjoy learning and improve you and your families’ lives (Norman). We all have a gift from God, our bodies are temples. We need to take care of it by feeding it properly, exercising and keeping it healthy. Some of us do not do that, unfortunately. We live in an unhealthy nation. There are steps we can take to make changes that can improve our academic success and lives. Sixty percent of our brain is made up of good fats that we should ensure we get. Proteins support structures in neurons. Carbohydrates are the number one energy source for our brain and water is necessary for optimal brain health and function. A person should have enough respect for their bodies to feed it and make it healthy.

Healthcare and Poverty in America

The Dire Need for Universal Health Care The United States is considered by many to be the greatest country in the world. However, when it comes to health care the US is ranked behind 36 other countries, according to the World Health Organization. If one was to do any research at all, they would find that an overwhelming 34 of these 36 countries all have one thing in common. They all use a universal health care system. This is not just a mere coincidence.The problems and outrageous cost within the US healthcare system causes over 700,000 Americans to go bankrupt every year. This staggering problem simply does not occur in any other industrialized countries. Accounting for these facts the United States needs to move quickly to embrace the ideas and adopt the policies of a universal healthcare system. Not only will this help improve the quality of care but will also improve the life of its estimated 16. 3% or 50 million citizens without any healthcare insurance at all.An almost overwhel ming problem caused by the United States’ current health care system is that those with low incomes can't afford the necessary health care and thus already rely on occupations or government programs to receive coverage. This is evident if not by merely recognizing that 50 million citizens don’t have any health insurance, but also because the statistics clearly show that it is very uncommon for health insurance to be purchased directly by the individual. Using statistics taken by the US Census Bureau in 2010, we can conclude that of the 83. % of people with health insurance, the majority 55. 3% had it through employment –based benefits and 31. 0% were able to receive it through government funding. This compares to the measly 9. 8% of people that purchased their insurance directly from a provider. After examining this, it is evident that the vast majority of people rely on their employers or the government funding to keep health insurance. This fact clearly causes some problems when someone might be laid off or just simply makes a career change. Entire families can lose their health coverage due to the breadwinner being released from their job.The National Center for Health Statistics claims that over 50% of individuals lacking health insurance directly blame cost. Roughly 24% of uninsured people claim reasons related to a lost job or a change in employment. It is interesting to note that around 8% of people claim ineligibility for family insurance coverage due to age or leaving school. The primary reason for lacking insurance is money, and it could also be argued that money is directly or indirectly involved in almost every circumstance causing a family to lack the necessary health insurance to provide care.Several years ago in 2005 the NCHS began a study that found well over 40 million adults claiming that they were in need of but did not receive one or more of the health services that follow: medical care, prescription medicines, mental h ealth care, dental care, or eyeglasses. The best reason these 40 million citizens didn’t receive such basic forms of healthcare was simply that they could not afford it. The United States is the only industrialized country that does not provide some type of universal health care to its citizens. Furthermore, they have one of the highest rates for health care expenditures in the world.As a matter of fact, health care expenditures in the United States are by far the highest of any developed country. According to the Organization for Economic Co-operation and Development the United States health care expenditures is at 15. 3% of GDP. Next highest in spending is Switzerland, at only 11. 6% of their national GDP. This leads one to believe that the United States does not spend health care money very efficiently. Even according to the Congressional Budget Office in 2006 there were an estimated one-third of health care expenditures that did not help improve health outcomes.Thatâ€⠄¢s roughly 700 billion dollars, and represents nearly 5% of the United States entire GDP. The best solution that is currently being made to the United States healthcare system is what people informally call â€Å"Obamacare. † The actual name for the bill is the Patient Protection and Affordable Care Act (abbreviated to PPACA or ACA). The PPACA has implemented a large amount of new rules and regulations regarding health care, with the purpose of making health care more affordable for everyone. There are some that stand in opposition of the PPACA.They argue that they believe these new rules and regulations take away too many freedoms and force people (both individuals and businesses) to do things they shouldn't have to. However, politicians have concluded that the positive effects of the PPACA far outweigh any negatives. The positive effects that will come about from the Patient Protection and Affordable Care Act are so numerable it would take hundreds of pages to discuss. One important change will come about by lifting the patent protections on prescription drugs.The bill allows the Food and Drug Administration to approve more generic drugs, thus causing competition in the market to drive the prices downward. This in itself would lower the United States drug prices from being an astounding 35% to 55% higher than other countries to actually being competitive at a fair market value. The PPACA has also made new regulations that place a limit on just how much of a percentage of the money an insurer makes can be profit, to make sure they're not price-gouging customers. Obamacare† uses the philosophy that strictly regulating insurance companies profit margins will help prevent the health insurance price-gouging that has been running awry all over the United States. Helpless customers that desperately need to be insured have formerly had little to no control over the greedy insurance providers. The PPACA stepping in and regulating should be viewed more a s a protection for the consumer that a hindrance to the insurance suppliers. The PPACA also places new regulations on what new health plans have to offer.For example, insurance providers are now required to provide preventive care without requiring any sort of charge at all. Before this new regulation was put in place many health providers did not cover cost or still charged fees for things such as mammograms, colonoscopies, and many other forms of screening that would be unaffordable to many in the lower class. Requiring preventive care coverage should better the quality of health care provided in the US, especially to those at or below the poverty line.In conclusion, upon seeing the problems the current United States healthcare system creates for citizens struggling in or right above the poverty line, upon taking a glance at other countries healthcare systems that seem to be more efficient and less expensive, and upon already experiencing the positive changes that have come from i mplementing rules and regulations that create a universal healthcare system, Americans should begin to finally agree that healthcare reform should be at the forefront of our minds.Not only to help all those stricken with poverty to receive care, but to improve the quality of healthcare for all Americans. Word Count: 1197 words

Teaching Assistant Level 2

Level 2 Teaching Assistant Certificate – Assignment Three Unit 3 Supporting the Curriculum TASK 9: Using subject headings together with a brief summary of the subject, describe the range and main provisions of the relevant National curriculum in the school where you are employed. Creative Development: This Area of Learning relates to the development of children’s individual ways of developing and representing their notions and emotions in an imaginative way through assorted mediums and various forms of self-expression.Children explore as wide a range of stimulus as it is possible to provide given the resources available. They take part in art, craft, design, music, dance, theatre and movement activities. They have the opportunity to role play; to compose music or poetry; to develop their creative writing skills. They are encouraged to experiment with artistic mediums and represent their own feelings through their creativity, developing an ability to communicate and expr ess their individual creative ideas while also demonstrating an empathy with others. They are also encouraged to reflect upon their own work.Knowledge and Understanding of the World This subject builds upon children’s knowledge and understanding of the world around them by developing different aspects of play, activities and experimental learning processes that stimulate their senses; encourage investigation into subjects or activities that spark an interest. The children are encouraged to ask questions about their surroundings; explore their environment and undertake studies that will help them to develop an interest in and awareness of the ideals, beliefs, views and opinions of thers. Through the use of experiential learning, starting with a familiar present or past experience (see: ‘spiral curriculum,’ as advocated by American psychologist Jerome Bruner (Smith, Mark k. 2002)), curious and exploratory play techniques are fostered and the children are encouraged to develop reflective skills so that they can revisit and draw upon their own individual experiences. Language, Literacy and Communication Skills Children are encouraged to engage in discussions that develop their thinking understanding and range of vocabulary.They become involved in speaking and listening activities throughout the foundation stage and are encouraged to ask for information with regard to anything that they do not understand. There are activities that involve words, rhymes, songs and stories where children join in. Early literacy is encouraged while consideration is given to the fact that, for all children, ‘learning to read’ is a unique personal experience as such should not be rushed. Ysgol Dolafon believes that reading should also be fun!Children are allowed ample opportunity to freely access books and quiet areas are provided. The following list contains just a few examples of techniques that have been implemented and proven to help with early liter acy: 1. Using children’s own books in class. 2. Using audio tapes in conjunction with books to help children follow a story. 3. Pointing out words and linking them to the relevant items, people or places in the picture. 4. Using role play, or props to act out familiar stories. 5. Reading stories and rhymes out in a fun and imaginative way. 6.Consistently pointing to the top left-hand as your starting point and indication the left to right orientation through-out the reading of a story. Reading is promoted as a pleasurable activity and allowing children to read books that bear a particular relevance to their own interests is often considered to be more useful than strict adherence to a commercial reading scheme. Children at Ysgol Dolafon are continuously provided with the opportunity to make pre-cursor writing marks an early age and and a great deal of effort is put into encouraging the children to develop writing skills and activities.From scribbles and mark making right thro ugh to participating in purposeful writing tasks, children develop and improve their writing skills as they move through the curriculum. At all stages (including very early mark making) the children’s work is positively encouraged, valued and exhibited. Mathematical Development Mathematical activities at Ysgol Dolafon are delivered in accordance with pupil’s individual needs and great deal of emphasis is given to continuity of learning.Ample opportunity is provided for pupils to discuss their understanding of concepts as they progress and teachers are aware of the importance of eliminating any gaps in the children’s mathematical knowledge. The Welsh Assembly Government guideline for Mathematical Development maintains that: ‘It is crucial that gaps in children’s mathematical learning are avoided, so that children do not miss out on essential elements in their understanding of mathematical concepts’ (WAG 2008) and Ysgol Dolafon fully agrees wit h that statement.Children at **** **** frequently engage in experiential activities where they are encouraged to explore indoor and outdoor environments and gain first-hand experience of recognising materials; making comparisons / recognising similarities and differences; estimating and predicting; counting; sequencing; weighing and measuring etc. Engaging in relevant discussions that provide an opportunity for the children to build their skills, increase their knowledge and extend their mathematical vocabulary is an essential part of the learning process.Mathematics is taught throughout the school day and across the entire curriculum. Its relevance to other subjects is frequently pointed out. For example: The need for accurate weighing and measuring of the ingredients used in cookery and the bearing that inaccurate measuring might have on the finished product would be discussed as part of the cookery lesson. Children might also be encouraged to work out half measures or double up o n ingredients in order to vary the portion size of the finished item. Personal and Social Development, Well-Being and Cultural DevelopmentThis element of the curriculum builds on the child’s past and present experiences and it provides the opportunities for children to ‘learn about themselves and their relationships with other children and adults both within and beyond the family’ (WAG 2008). Children at **** ***** are encouraged to develop confidence and assertiveness, while taking into account the needs and feelings of others. They are encouraged to challenge prejudice, discrimination and stereotyping and staff lead by positive example.Staff at the school provide pupils with frequent opportunities to share their opinions and emotions and encourage them to pay appropriate attention to the feelings and emotions of others. Children are also provided with the opportunity to look after animals and plants in order to demonstrate that all living things require care an d respect in order to thrive. Children are introduced to concepts that build on their personal experiences and increase their knowledge and understanding of themselves and their surroundings. Once children are able to appreciate and understand the eelings of others the concepts of fairness, justice, rights and responsibilities can be realistically introduced. The aim is to fully prepare and equip children for a positive role in society and the intention is to achieve this ‘through a learning environment that reflects each culture appropriately. **** ***** is a dual stream Welsh/English school which is attentive to the distinctive and rich Welsh culture including all cultures that are part of the diverse society in Wales and it strives to provide activities that are suitably planned and resourced.The children are taught to appreciate and celebrate cultural differences and learn a great deal about the diverse range of cultures through the exploration of art, literature, music, f ashion, architecture and religion. Physical Development This aspect of the curriculum relates to the development, increased skills functioning and performance of the physical body. It also provides an understanding of the results that a healthy lifestyle delivers by exploring the effects of a balanced diet, exercise, fresh air, adequate sleep etc.Children at **** ***** are taught how best to take responsibility for keeping their own bodies healthy; they are taught to identify and understand the dangers of medicines and drugs, smoking, alcohol and other potentially harmful substances. Pupils are taught the importance of food and water in relation to the human body. They are encouraged to recognise healthy foods; develop a good knowledge of the different food groups and to understand how a balanced combination of foods is a requirement for a healthy mind and body.Children’s physical development begins with ‘gross motor skills’ (control of the large body muscles suc h as those found in the arms and legs). This stage is followed by ‘fine manipulative skills’ (the control and coordination of small muscles). Due consideration is given to the fact that children are unique and develop at different rates and staff are aware of the fact that children cannot increase they’re range of skills until the muscles required are sufficiently developed. Consequently the activities and resources used are checked for the suitable developmental needs of each individual child.Physical activities are introduced at the earliest opportunity and they are integrated into other lessons where appropriate. For example: the inclusion of actions performed to rhymes, stories and games is believed to foster a positive attitude to movement and exercise from an early age and as such actions are incorporated into much of the story telling in the three year old setting. For more demanding, physically active movement appropriate space is essential and open areas are available indoors and outdoors so that children can gain greater spatial awareness through experimentation of movement without restrictions.The children are provided with access to appropriate apparatus (for both supervised and unsupervised use) and consideration is given to the fact that enough time for the children to develop their skills is of equal importance to the provision of equipment and space. Pupils are encouraged to recognise that regular exercise makes them feel good and helps their bodies to work well. Welsh Language Development The foundation phase initially introduces Welsh through incidental Welsh.The everyday use of simple Welsh greetings; the repetitious recital of rhymes; the singing of songs and the telling of simple stories in informal play situations are part and parcel of the everyday routine. There are interactive displays designed to support the development of familiar concepts such as discussing colours, numbers, the weather etc. and any themes that w e explore: (e. g. the seaside, the farm, the fire station) have the key words highlighted bilingually. Next we have the introduction of structured sessions where simple phrases and language patterns are explored.The children are exposed to basic question patterns, such as ‘ble mae? ’ (‘where is? ’) and simple phrases are introduced into their play. Children in **** *****’s Foundation Phase learn Welsh through a holistic curriculum, through structured play, and through having a specific structured developmental and progressive programme. The language skills that they learn in Welsh support their development, knowledge and skills in English and vice versa. Examples of activities used to support the development of speaking skills at **** ***** include the following:Joining in with nursery rhymes, action songs and singing: Singing is seen as a good way for children to practise the sounds and pronunciation of a new language. Singing as part of a group pro vides them with security and helps develop confidence. As in all language teaching, the use of rhymes containing a strong rhythm, repetition, alliteration and homophones reinforces language development and pronunciation. Telling stories; sharing and recounting information; observing and respecting celebrations and events that are important to the children Circle time’ designed to provide opportunities for children to discuss; speak and listen to others’ ideas, feelings, emotions and events Relaying messages; sharing greetings in daily routines and giving instructions to others. Footnote: I feel it is important to add that In the opening descriptive paragraph of each of the curriculum subjects as outlined in The Foundation Phase Framework for Children’s Learning for 3 to 7-year-olds in Wales, it is stated that, ‘the guidance and Area of Learning should not be viewed or delivered in isolation; it should be planned for across the curriculum’ (swanseagf l. ov. uk) Complete a detailed study of one subject over one key stage. Describe how this would be planned, delivered and monitored and explain the terminology used. NB: The Foundation Phase replaced Key Stage 1 of the National Curriculum from the start of the 2011/12 school year. The foundation phase covers four years from ages 3 – 7 (Wales. gov. uk. 2011 – 2012). I have chosen to complete a detailed study of ‘Language, Literacy and Communication Skills’ as delivered to a mixed age class of: ‘Nursery, Reception and Year 1 and 2 pupils’ (foundation phase). Oracy (Skills and Range):The children’s oracy skills are promoted though spontaneous and structured viewing, listening and speaking activities. Children are expected to make progress in their ability to listen, understand, communicate and make themselves understood. The use of movement, gesture and speech as communication tools is explored and developed and the children should become increasing capable of speaking clearly, understanding basic instructions, using appropriate language and conveying accurate meaning. They are expected to attain listening skills and develop the ability respond to the sounds around them.They should develop an understanding of variety in the language that they hear consequently becoming more and more able to respond appropriately to phrases or instructions that increase in complexity. Delivery of these skills should come in a variety of forms and locations and the following list contains some examples of where/how: 1. Children should be provided with the opportunity to experience activities in both indoor and outdoor settings. 2. Provision should be made for the experiencing of different types of play ranging from planned and structured to spontaneous and child initiated. . Talk/communicate for a variety of purposes included but not limited to: a. Presenting simple information b. Asking and answering questions c. Expressing emotions, likes, dislikes, need etc. and expressing personal opinions. d. Involvement in spontaneous learning activities such as dialogue and role play. e. Joining in with rhymes, songs and simple stories. f. Repeated recitation of songs, poems or raps. g. The conveying of personal or imaginative experiences using familiar language patterns. h.Extend their knowledge of language through activities that foster an interest in words and consequently increase their vocabulary. Reading (Skills and Range): The opportunities provided throughout the Foundation Phase should encourage children to show and interest in books and to enjoy reading. The skills taught in the Foundation Phase should enable children to progress in their ability to follow stories that are read out to them and respond to those stories in an appropriate manner. Children should be encouraged to explore books (with or without and adult) and to handle them in the way that a reader would.They should be aware that there are different t ypes of books. Adults should develop an underpinning strategy of demonstrating that text is read from left to right and of explaining how written symbols have sounds and meanings. The objective is for children to build on the knowledge that they already have and to ultimately gain the skills required to read with fluency, accuracy, understanding and independence. These skills provide them with the confidence needed in order to read their own work and other texts aloud; discuss written works in an informed manner (e. g. alk about characters and storylines or predict events and outcomes) and to ‘respond appropriately to books by considering what they have read in terms of content, ideas presentation, organisation and the language used. ’ (WAG 2010) Planning: This covers the three areas of oracy, reading (including phonics) and writing. The teacher’s plans with input from classroom assistants and the planning needs to cover skills development as well as age range. M edium Term Planning: Research books relating to topic. Plan aspects of literacy to be taught through these books: e. g. labelling; listing; captions; story; diary etc.The use of phonics – letters and sounds. Phonics: – three times a week. Weekly Planning: Chose a book for a week or a fortnight and plan on topic activities for oracy reading and writing. Differentiate activities for age groups and ability levels and include specific tasks for more able students or those with SEN. Delivery: **** ***** has a dedicated LLC every morning and but LLC is also delivered across the curriculum. Oracy is developed through Knowledge, Understanding or Creative Development. Writing is developed through Knowledge, Understanding or Role Play. Children are divided into ability groups.The teacher and the teaching assistant work with a focus group while the other children work on enhanced activity or have continuous provision. Groups are rotated to ensure that all children work with the t eacher during the week. Monitoring: Classroom assistants provide feedback to the teacher and the teacher records progress/difficulties in a variety of ways: individual record sheets; post it notes; the annotation of plans are all ways in which the child’s progress is evaluated and this constant evaluation is an essential component of successful planning which adapts to the needs of the child/children.This monitoring is also used to write the child’s end of year report. Terminology explained: CVCC Words: Words which have a consonant-consonant-vowel-consonant pattern. Differentiation: The practice of delivering information to pupils in a way that is appropriate to their individual ability and level of understanding rather than their age. Digraphs: A combination of two letters representing one sound such as: ph; ch; sh; ee; and oo Graphemes: Graphemes are the smallest units in a writing system capable of causing a contrast in meaning.In the English alphabet, the switch fr om cat to bat introduces a meaning change; therefore, c and b represent different graphemes. It is usual to transcribe graphemes within angle brackets, to show their special status: , . The main graphemes of English are the twenty-six units that make up the alphabet. Other graphemes include the various marks of punctuation: , , etc. , and such special symbols as , , and (? ) †¦ LLC: Language, literacy and communication skills. Objective: The end result (as predicted in the planning) the final goal that you would be expecting the children to achieve. Oracy:Fluent, articulate and grammatically correct verbal communication Oral blending and segmenting: To practise oral blending, the teacher could say some sounds, such as /c/-/u/-/p/ and see whether the children can pick out a cup from a group of objects. For segmenting practise, the teacher could hold up an object such as a sock and ask the children which sounds they can hear in the word sock. The activities introduced in Phase 1 are intended to continue throughout the following phases, as lots of practice is needed before children will become confident in their phonic knowledge and skills.Phonemes: any of the perceptually distinct units of sound in a specified language that distinguish one word from another, for example p, b, d, and t in the English words pad, pat, bad, and bat. Phonics: A method of teaching reading based on the sounds of letters, groups of letters, and syllables. Range: A variety of planned activities which are specifically relevant to the subject. In this case: The opportunity to engage in spontaneous and structured communicative activities designed to expand the children’s vocabulary and encourage their interest in words.Stimulus would include: Stories (fictional and factual); media and ITC texts; information texts; poems; songs and nursery rhymes. Skills: Refers to the child’s capabilities – In this case their ‘oracy skills’ which should be developed pr imarily through the use of sensory stimuli: Speaking; listening and viewing activities which are ultimately intended to improve the children’s ability to listen and respond appropriately while continuously improving their attention/concentration spans and building on their previous experiences thereby helping them to attain general communicative accomplishment and increased self-confidence.Write dance: A technique developed by Ragnhild Oussoren encourages creativity, self-expression and confidence and by developing the child’s gross motor skills it theoretically helps to develop the prerequisite physical skills and co-ordination required for writing. The programme is described as being ‘of benefit all children,’ but it has been found to be particularly helpful for children with SEN. Briefly outline three recent strategies introduced by the government to raise standards in the curriculum. How would you access up to date information in curriculum development ?Recent strategies to raise standards: Literacy, numeracy and deprivation. The Minister for Education and Skills recently introduced a strategy for raising standards of literacy and numeracy in schools. In June 2011 he announced the intention to introduce a new National Literacy and Numeracy Framework (LNF) and a system of national testing for all pupils aged 5 to 14. Deprivation: In brief, the strategy to help children from disadvantaged backgrounds ranges from the introduction of free breakfast clubs to classroom based strategies which include, learning in small groups supported by teaching assistants; customising lessons to individual tudents' learning needs; providing extra-curricular learning and study support; engaging and supporting parents in supporting their children’s learning and promotion of the idea that effort and perseverance pay dividends. In order to receive updated curriculum development information first hand I regularly visit the education and skills webpa ge at Wales. gov. uk – I have also registered for the WAG newsletter. Relevant and up-to-date publications are always available to read in the school staff room. What extra-curricular activities are available in a typical school?Complete a detailed study of one of the activities. A typical school would probably offer the following extra-curricular activities: Sports: Football;/rugby/ netball/ hockey etc. Choir Chess/board games Gardening club An In-depth Study of Chess/Boardgames Club at **** ***** Chess/board games club at **** ***** takes place every Wednesday afternoon during term time. It runs from 3. 30pm until 4. 15pm and is supervised by a member of the school’s board of governors. This gentleman also provides the medieval board games that the children use.Number of children in attendance: 10 (2 new players joined at the beginning of this term, both are from year 2). Gender: 4 girls & 6 Boys. Age range: Year 2 to year 6 (was year 3 upwards but the rules changed in September 2012). Duration of session: 45 minutes Number of games being played on Wednesday 19th Sept 2012: Four Types of games available: Chess and an assortment of hand-made Medieval, Tudor and Viking games; mostly 2 player games but some multi-player games. The games being played while I was in attendance were: Fox and GeeseFox and Geese is a medieval, asymmetrical game. Players have different objectives and different pieces/men. One player leads a fox whose objective is to kill all the geese by jumping over them. The other player leads the gaggle of geese whose objective is to corner the fox and stop him escaping. Nine Men's Morris Nine Men Morris is a two player, strategy board game of Roman origin. Each player has nine pieces which they place upon the board one at a time taking alternating turns. Players then take it in turn to move their own pieces in an attempt to build a line of three.A straight line of three wins the player the right to take any one of his/her opponentâ €™s pieces. The object of the game is to leave the opposing player with fewer than three pieces. It is possible for either player either player to force the game into a draw. Tafl (meaning ‘table’ in old norse) Games Tawl Bwrdd is the Welsh name for an 11Ãâ€"11 Tafl board as described (with the rules of play) by Robert ap Ifan in 1587 in a Welsh document (p. 4 Peniarth ms) now in the Welsh National Library. Thought to be of Viking origin and found in one form or another everywhere the Vikings travelled, includingIceland, Britain, Ireland, and Lapland; the game represents the final stages of a battle where the king, on the losing side, is being attacked on four sides by an army with twice the number of men to his defending army. To win he has to escape to one of the corners. The king loses if he is surrounded on four sides. Chess A medieval style chess set was in use but during play I saw no deviation from the chess rules that most of us are familiar with today. TAS K 10 List and briefly outline the main factors that influence teaching and learning.The quality of the planning and delivery of the lesson. Meeting the needs of all the students. Making the lesson engaging by ensuring that the different learning styles of the students are catered for. Students achieving the learning objective that is: Every student should make adequate progress. Planning Ability to communicate clearly Behaviour management And external factors weather conditions, home life, etc. Using your preferred method of research, study various teaching assistant’s job description and explain the variety of support a teaching assistant ight be expected to give in the classroom whilst supporting, planning and evaluating learning activities. The following is a ‘cut and pasted’ job description taken from Powys County Council’s ‘Vacancies’ webpage. P. C. C. lists all TA posts as ‘Non-teaching staff’ despite the fact that this term is no longer frequently used. Marland (2001; cited in David Fulton in association with The Open University, Primary Teaching Assistants, Learners and Learning) suggests that the title is offensive. P. C. C. Example: Teaching Assistant (Non-teaching Staff)Main Purpose of Post: Working under the overall supervision of the responsible teacher to: -provide support in addressing the needs of pupils within the class; -assist and support teaching and learning; -work with individuals or groups and assist in providing for general care, safety and welfare of pupils. Principal Responsibilities: 1. Contribute to implementation of plans. Assist in the delivery of lessons/sessions and interact with the teacher and pupils as required. Undertake agreed learning activities/teaching programmes, adjusting according to pupil responses. . Promote positive values, attitudes and good pupil behaviour, dealing promptly with conflict and incidents in line with established policy and encourage pupils to take responsibility for their own behaviour. 3. Encourage good relationships between pupils. Promote inclusion and acceptance of all pupils, encourage them to interact and work co-operatively and engage in activities. Assist with pupil supervision in the playground and on school trips. Monitor pupils’ achievement, safety and welfare. 4. Promote independence and development of self-esteem in all pupils. 5.Support and use ICT in learning activities & develop pupils’ competence and independence in its use. 6. Undertake to promote the ethos of the school and be familiar with school policies 8. Undertake routine tasks: photocopying, collecting and distributing resources. 10. Work with the teacher to establish an appropriate learning environment e. g. helping with displays, tidying and organizing resources. 11. To co-operate with the employer and follow health and safety advice and instructions. 12. To abide by the principles and practice of equality of opportunity as laid down in the Council’s Equal Opportunities Policy. The above example gives the typical specifications for a Powys primary school but official titles and job descriptions tend to be subject to a fair amount of regional and local variation. Learning support assistant; teaching assistant; classroom assistant and learning mentor are a few of the titles that I have encountered during my research for this assignment and all appear to be fundamentally the same thing. Ask a cross-section of people who do the job what the associated duties are and the descriptions that you get will be even more varied than the titles.There seems to be no ‘set in stone’ criteria; the responsibilities appear to vary from school to school and tend to be depended upon specific requirements at specific times; this is particularly noticeable in the case of SEN positions which are closely tailored to the individual needs of the child or children concerned. In summary, the general job description is as follows: The teaching assistant’s role is to complement the professional work of teachers and accept responsibility for agreed learning activities under an agreed system of supervision, supported by direction from teaching staff in line with school policies and guidance.The role may involve planning, preparing and delivering learning activities for individuals/groups or short term for whole classes as well as monitoring pupils and assessing, recording and reporting on their achievement, progress and development. Teaching assistants with a level 3 or higher qualification might also be responsible for the management of other teaching assistants including allocation and monitoring of work, appraisal and training. Typical day to day teaching assistant duties appear to involve a variety of tasks which might consist of of any or all of the following: . Assisting the teacher in the planning and execution of classroom activities. 2. Working with small groups of children on exercises that have been set by the class teacher. 3. Setting up lesson resources/equipment before lessons; the packing away or appropriate disposal of resources after the lessons. 4. Setting up audio/visual equipment. 5. Creating displays and mounting children’s work. 6. Photocopying, filing , book sorting, and general admin duties. 7. Working one to one with children who are struggling with some aspect. of numeracy or literacy. 8. Playground duty. 9.Helping the younger children to change before and after sport activities. 10. Helping younger children with toileting and hand washing 11. Stock rotation; general stock taking and ordering of art and craft materials etc. 12. Listening to children read on a one to one basis. 13. Helping children to reach expected targets. 14. Monitoring pupil progress and reporting back to the class teacher. 15. Leading by example with regard to good manners, morals, social interaction, racial and sexual equality etc. 16. Dealing with instances of argumen t, fighting or bullying in the appropriate way. 7. Ensuring health and safety guidelines are followed and routine checking of tools and equipment for any H&S issues. 18. Routine maintenance and repair (where practically possible) of equipment and resources. State why you think it is important to plan and prepare learning activities. How will the experience and qualifications of the teaching assistant affect the support they are able to give? Teachers and teaching assistants need to have clear ideas about the lesson they wish to set up and it is important for them to have made adequate preparation if the lesson is to be a success.Good communication between teachers and teaching assistants is hugely important. There are three main elements that need to be considered when planning lessons. Firstly one must consider the aims and outcomes the lesson is intended to achieve. Next they should choose an effective learning environment, appropriate activities, relevant resources and sequencing of these and finally they would need to monitor and evaluate pupil’s progress in order for the teacher to be able to decide whether or not the lesson has been successful.Teaching assistants undertake a wide range of supportive tasks, the variety and importance of which are dependent upon their level of qualification/experience. Those with the most qualifications/experience are naturally expected to be able to assume more responsibility than those who are just starting out in the job or working at a less qualified level. The LEA and/or individual schools tend to make decisions with regard to the level of experience or qualifications they would expect from someone applying for a teaching assistant position.As a bare minimum you would usually need to be able to demonstrate good reading, writing and numeracy skills and it would usually be preferred that you would have some experience of working with children of the relevant age. What feedback might a teaching assistant be expect ed to provide and in what form and to who might they be required to deliver it? More often than not feedback would be delivered to the class teacher, verbally, at the end of the lesson but in special circumstances such as one to one reading feedback would be written in the pupil’s reading record book where teachers/parents can access it later.When working with a pupil or group where extra support is required feedback might be best delivered ‘as and when required’ throughout the duration of the lesson. TASK 11 When assisting in the delivery of learning activities, describe how a teaching assistant might be expected to; 1. Assist pupils and keep them on track The general consensus is that happy children are more likely to get involved and learn and with that in mind the teaching assistant should try to make lessons as enjoyable as possible, however, it is equally important to set clear and firm boundaries in order to prevent fun from descending into unbridled chaos . . Encourage pupils to work independently Research into independent study has indicated that teachers and teaching assistants who involve learners in lesson planning get good results from the practice. This type of collaboration often helps to make the lesson interesting and relevant for the pupils and involving children in the learning process can also provide them with where-with-all to reflect upon their own needs. It is well known that children learn better if their efforts are appreciated and they feel valued. As they gain in confidence they will automatically become more independent.Teaching Assistants can play an important role in helping raise the self-esteem of children. They can do this not only by demonstrating an interest their school work but also by expressing an interest in activities that they enjoy outside of the school environment. Group working is also proven to be highly beneficial strategy for building confidence; it can provide students with an opportunity to learn from one another and this temporarily switches control from the teacher to the learners resulting in increased confidence and greater independence. 3. Use learning material appropriatelyThe teaching Assistant should possess the knowledge and ability to be able to prepare appropriate equipment and materials for lessons that they are involved in and they should be practiced in the techniques involved for the use of specific tools, equipment and resources. They should possess up to date knowledge of Health & Safety legislation as it relates to the activities or lessons that they are preparing for; this should include COSHH and all other applicable regulations. In addition to these skills the TA also be capable of undertaking routine maintenance and/or general repairs to tools and equipment. . Monitor responses The teaching assistant would usually be expected to monitor and evaluate pupil responses to learning activities using a range of assessment and monitoring strategies. They should have the ability to be able to record the progress and achievement of a child or group or children in lessons/activities and systematically and accurately provide evidence of the range and levels of progress that the child/children achieve. The expectation would be for them to be capable of providing objective feedback and/or accurate reports on pupil achievement as and when they were required.They should be able to ensure the availability of appropriate evidence to back up any reports that they make. Explain how a teaching assistant might recognise problems that might occur whist supporting individuals and how they could be managed? Behaviour management should be implemented In accordance with guidance provided by the class teacher. The Teaching Assistant would usually be expected to provide support to the teacher when dealing with disruptive or potentially disruptive behaviour from pupils.That said, the Teaching Assistant might often find them-selves in a position where the y are able to spot the early signs of disruptive behaviour of potential bullying and in these circumstances they may be able to divert the child/children’s attention to other, more positive things, effectively preventing the potentially negative situation from occurring in the first place. References: Welsh Assembly Government. (2008). WELSH ASSEMBLY GOVERNMENT DOCUMENTS. Available: http://www. swanseagfl. gov. uk/learn_agenda/foundation_p/wag_docs. asp Last accessed 29th June 2012.Welsh Assembly Government. (2011 – 2012). National curriculum – Key Stage 1. Available: http://wales. gov. uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum1/? lang=en Last accessed 29th June 2012. Smith, M. K. (2002) ‘Jerome S. Bruner and the process of education', the encyclopedia of informal education http://www. infed. org/thinkers/bruner. htm Last accessed 29th June 2012. Ragnhild Oussoren . (2010). Write Dance. Availab le: http://www. schrijfdans. nl/write-dance. html Last accessed 18th July 2012. Dwr Cymru. 2005). Think Water. Available: http://www. dwrcymru. co. uk/English/community/education/think/index. asp. Last accessed 13 Sept 2012. Hancock, R. , Collins, J (Eds) & Colloby, J. (2005), Primary teaching assistants, Learners and learning, Chapter 1: p7, Eight titles and roles, Published: David Futlon in association with the Open University (2005) Reprinted: Routledge 2009. Gothic Green Oak. ( ). Games. Available: http://www. gothicgreenoak. co. uk/index. html. Last accessed 19th Sept 2012. ———————– PAGE 1 Margaret Lorraine Voss SH34393/NCC Assignment 3

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