...Contents GCSE History Exemplars for Controlled Assessment 2015-2016 Topic Area 1: Political, social and economic developments in Wales and England in the nineteenth century and the twentieth centuries This document contains the WJEC set controlled assessment exemplars for topic area 1 that are available for award up to 2016. This should be used alongside the general guide to controlled assessment available on the WJEC website. Topic Area 1: Political, social and economic developments in Wales and England in the nineteenth century and the twentieth centuries Exemplar Tasks 1. The Rebecca Riots 2. Jack the Ripper’s London 3. The Depression of the 1930s 4. Quarrying in North Wales 5. Life in the 1960s Introduction Controlled Assessment is a compulsory unit for GCSE History. Please note the following advice: These exemplars are written in a consistent style to ensure comparability of demand. These exemplars can be used for entry in any year of the current specification. Centres must change their controlled assessment tasks each year Centres must submit a proposal form for each two year cycle demonstrating to WJEC that they are using different tasks in consecutive years. Centres who are not studying any British history in their examined units must select controlled assessment tasks that focus on British history. Centres cannot mix and match parts (a) and (b) from different tasks. The controlled assessment unit can only be entered at the end of the course....
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...GCE Media Studies Advanced Subsidiary GCE Unit G322: Key Media Concepts (Television Drama) Mark Scheme for June 2011 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of qualifications to meet the needs of pupils of all ages and abilities. OCR qualifications include AS/A Levels, Diplomas, GCSEs, OCR Nationals, Functional Skills, Key Skills, Entry Level qualifications, NVQs and vocational qualifications in areas such as IT, business, languages, teaching/training, administration and secretarial skills. It is also responsible for developing new specifications to meet national requirements and the needs of students and teachers. OCR is a not-for-profit organisation; any surplus made is invested back into the establishment to help towards the development of qualifications and support which keep pace with the changing needs of today’s society. This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which marks were awarded by Examiners. It does not indicate the details of the discussions which took place at an Examiners’ meeting before marking commenced. All Examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes should be read in conjunction with the published question papers and...
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...1 Useful points for schools managers and subject leaders to consider 41 5.2 What does a good school policy for drama look like? 42 5.3 What do good facilities and resources in drama look like? 44 6 Conclusion 46 Appendix 1 Drama and the early learning goals within 48 the Foundation Stage Appendix 2 The National Curriculum for England – English 50 Appendix 3 Drama within the Primary Strategy 54 Appendix 4 Drama and the Key Stage 3 National Strategy 58 Appendix 5 Inclusive education 60 Appendix 6 Ofsted’s guidance on inspecting drama 11–16 62 Appendix 7 Ofsted’s guidance on inspecting post-16 drama 65 and theatre studies Appendix 8 National initiatives in the arts that impact on drama 67 in schools...
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...pride in a tradition of excellence. No other Canadian university offers as great a diversity of programs and resources. Academic excellence is the prime goal, but the importance of the total university experience is also recognized. Student enrolment is 76,000; the faculty numbers 10,391. A mong the University’s many outstanding resources is its library system, rated one of the top five in North America. More than 40 libraries contain the most comprehensive collection of research material in Canada. There is residence space for over 8,300 students, a health service, an advisory bureau, an international student centre, a career centre, a housing service, restaurants, bookstores, athletic and recreational facilities and facilities for music, theatre and debate. LOCATION Toronto is one of the friendliest and safest cities in the world. There are three locations at which students may study. U of T St. George is located in the heart of downtown Toronto; U of T Scarborough is 22 km (14 miles) to the east of U of T St. George; and U of T Mississauga is 27 km (17 miles) to the west of U of T St. George. All three campuses offer studies in arts, science, business and education; most of the professional faculties are located at U of T St. George. FOR MORE INFORMATION Admissions and Awards 172 St. George Street Toronto, ON, Canada M5R 0A3 Telephone: 416-978-2190 Websites: www.adm.utoronto.ca discover.utoronto.ca > > Mississauga Toronto Toronto City Centre VISIT...
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...1 INDEX Page INTRODUCTION 1. 2. YOUR CV USING THIS GUIDE TO CREATE A CV AND GETTING HELP 3 3 THE DESIGN GUIDE 3. 4. GETTING STARTED 4 Fig 1. Your Lifeline PROVIDING EVIDENCE THAT 4 CROSSES CULTURES Fig 2. Explaining Your Results COVERING LETTERS 6 Fig 3: Covering Letter Layout Fig 4: Opening Paragraph of Covering Letter Fig 5: Middle Paragraphs of Covering Letter Fig 6: Closing Paragraphs of Covering Letter CV FORMAT – 1 PAGE OR 2? 8 IMAGE AND FONTS 9 THE HEADER 9 Fig. 7: Header Fig. 8: Header plus ORGANISING YOUR MATERIAL 9 AND HEADINGS TACKLING WORK PERMIT ISSUES 10 Fig. 9 Nationality and Work Permission Data WRITING PERSONAL PROFILES 12 Fig 10. Personal Profile Statement Fig 11: Career Objective Statement Fig 12: Career Summary Fig 13: Expertise Summary BEAUTIFUL BULLETS 13 Fig 14: Bullet 1 Fig 15: A Powerful Summary SHOWING MANAGERIAL CAPABILITIES 14 REFERENCES 14 Fig 16. References SCANNING YOUR WORK 15 CV EXAMPLES PROFILE EXAMPLES EXAMPLE COVERING LETTER 16-28 29-30 31 5. 6. 7. 8. 9. 10. 11. 12. 13. 14 15. CV EXAMPLES 2 INTRODUCTION 1. YOUR CV Welcome. If you are a postgraduate student at The Birmingham Business School, one of the tasks you are likely to want to tackle is the design of a CV to ‘market’ your skills for the future. Even if you do not intend to try and seek work in the UK, you are likely to find that you can learn from the self-marketing skills our Careers Advisers and Consultants will emphasise in the workshop sessions offered...
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...Examples of ICT applications that can be used in physical education The following applications are considered below: Cameras Mobile phone cameras Motion analysis software Film editing Portable media players Interactive whiteboards Voice projections systems Developing FUNctional skills through physical education Games consoles Nintendo Wii Fit Dance mat systems Pedometers Pupil response systems Archos The use of iPods Podcasting The Virtual Learning Environment (VLE) Video conferencing Youtube Cameras There are a range of hardware applications that can be used with physical education departments. Video cameras can provide footage of experienced performers in action and can be used to inspire, to demonstrate correct techniques and to develop pupils’ understanding and knowledge of the subject. By reviewing their own actions, for example, pupils can evaluate and improve their own games strategies, gymnastics sequences, trampolining routines or dance compositions, particularly if they are able to look at their performances in slow motion or from a different viewing angle. Within practical situations the use of still and video cameras can highlight personal achievement within lessons. Video footage and photographic images can be cropped and edited and used either a slideshow or highlight DVD. Cameras can also be used as an assessment for learning tool and as a form of classroom management. Furthermore, they can help to create activity cards, worksheets,...
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...Unit 2: Unit code: QCF Level 3: Credit value: Business Resources D/502/5409 BTEC National 10 Guided learning hours: 60 Aim and purpose The aim of this unit is to develop learner knowledge of the range of human, physical, technological and financial resources required in an organisation, and how the management of these resources can impact on business performance. Unit introduction At the core of every organisation are the human, physical, technological and financial resources that enable it to function. This unit will give learners a broad understanding of the importance organisations place on managing their resources efficiently in order to achieve their objectives. It is important that learners are able to relate their understanding of resource management to a real organisation. This will provide an essential link between theory and practice. Understanding how these resources are managed is one of the keys to assessing how well the organisation is performing. The first part of this unit explores the range of human, physical and technological resources for a selected organisation. Learners will investigate the importance of managing these resources efficiently. The contribution that recruiting and retaining suitable staff can make to the organisation’s performance is examined. The importance of managing the organisation’s physical and technological resources efficiently is also explored. For an organisation to survive its finances need to be sound and secure. The...
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...CURRICULUM REVIEW Search using the ref: 00045-2007DOM-EN Copies of this publication can also be obtained from: DfES Publication PO Box 5050 Sherwood Park Annesley Nottingham NG15 0DJ Tel: 0845 60 222 60 Fax: 0845 60 333 60 Textphone: 0845 555 60 Please quote ref: 00045-2007DOM-EN ISBN: 978-1-84478-883-5 PPSLS/D35/0107/14 © Crown Copyright 2007 Produced by the Department for Education and Skills Extracts from this publication may be reproduced for non commercial education or training purposes on the condition that the source is acknowledged. For any other use please contact HMSOlicensing@cabinet-office.x.gsi.gov.uk DIVERSITY & CITIZENSHIP You can download this publication or order copies online at: www.teachernet.gov.uk/publications Diversity and Citizenship Curriculum Review Review Group members Sir Keith Ajegbo retired in July 2006 as Headteacher of Deptford Green School, a multiethnic school with a strong reputation for Citizenship education. He is currently working as a coach on the Future Leaders Project, as a School Improvement Partner, and as an education consultant for UBS. He is also a Governor of Goldsmiths College and a trustee of the Stephen Lawrence Trust. Dr Dina Kiwan is a Lecturer in Citizenship Education at Birkbeck College, University of London. Previously she was seconded to the Home Office as the Head of Secretariat to the Advisory Board for Naturalisation and Integration (ABNI), carrying forward the implementation...
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...over 100 countries worldwide. We deliver 9.4 million exam scripts each year, with 3 million marked onscreen in 2005. Our qualifications include GCSE, AS and A Level, GNVQ, NVQ and the BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas and Foundation Degrees. We also manage the data collection, marking and distribution of the National Curriculum Tests at Key Stages 2 and 3, and the Year 7 Progress Tests. References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) Authorised by Jim Dobson Prepared by Dominic Sutton Publications Code BF017349 All the material in this publication is copyright © Edexcel Limited 2007 Essential principles for delivering a BTEC This specification contains the rules and regulations along with the units and associated guidance to enable centres to deliver a programme of learning for the Edexcel Level 2 BTEC First Certificate and Edexcel Level 2 BTEC First Diplomas in Sport. The qualification structures set out the permitted combination of units learners need to complete the qualification. Each unit sets out the intended outcomes along with the content and...
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...Examples of ICT applications that can be used in physical education The following applications are considered below: Cameras Mobile phone cameras Motion analysis software Film editing Portable media players Interactive whiteboards Voice projections systems Developing FUNctional skills through physical education Games consoles Nintendo Wii Fit Dance mat systems Pedometers Pupil response systems Archos The use of iPods Podcasting The Virtual Learning Environment (VLE) Video conferencing Youtube Cameras There are a range of hardware applications that can be used with physical education departments. Video cameras can provide footage of experienced performers in action and can be used to inspire, to demonstrate correct techniques and to develop pupils’ understanding and knowledge of the subject. By reviewing their own actions, for example, pupils can evaluate and improve their own games strategies, gymnastics sequences, trampolining routines or dance compositions, particularly if they are able to look at their performances in slow motion or from a different viewing angle. Within practical situations the use of still and video cameras can highlight personal achievement within lessons. Video footage and photographic images can be cropped and edited and used either a slideshow or highlight DVD. Cameras can also be used as an assessment for learning tool and as a form of classroom management. Furthermore, they can help to create activity cards, worksheets,...
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...Aptitude Testing and the Legal Profession 6 June 2011 Dr. Chris Dewberry Birkbeck, University of London 1 Acknowledgement: I wish to thank Chris Hutton for his help in compiling information in the section of this report entitled Aptitude Tests Currently Used in the Professional Services Sector, Appendix 3, and Appendix 4. 2 Contents Executive Summary ................................................................................................................... 6 The Background to this Report................................................................................................ 12 An Introduction to Aptitude and Aptitude Tests ..................................................................... 13 A Brief History of Psychological Ability Testing ....................................................................... 16 The Origins of Testing .......................................................................................................... 16 The Birth of the Modern Ability Test ................................................................................... 17 The Introduction of Group Testing ...................................................................................... 19 The New Science of Psychological Testing .......................................................................... 20 The Growth of the Ability and Aptitude Testing Industry ................................................... 20 Aptitudes and...
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...School of Health and Education Secondary PGCE Programme Handbook 2015-16 Student Name: Programme Leader: Eddie Ellis PGCE Secondary Programme Handbook 2015-16 Information in alternative formats This handbook can be found online at: https://myunihub.mdx.ac.uk/web/homecommunity/mystudy If you have a disability which makes navigating the website difficult and you would like to receive information in an alternative format, please contact http://unihub.mdx.ac.uk/support/disability/i ndex.aspx Sections from this publication can be supplied as: • a Word document with enlarged type — sent by email or supplied on a CD or memory stick • printed copy with enlarged type • printed copy on non-white paper • as Braille Other formats may be possible. We will do our best to respond promptly. To help us, please be as specific as you can about the information you require and include details of your disability. PGCE Secondary Programme Handbook 2015-16 Purpose and status of your student programme handbook The purpose of this handbook is to provide you with information about your programme of study and to direct you to other general information about studying at Middlesex University, the majority of which is available on UniHub. The material in this handbook is as accurate as possible at the date of production however you will be informed of any major changes in a timely manner. Your comments on any improvements to this handbook are welcome. Please put them in writing...
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...Shake and Erupt: A critical reflection on teaching earthquakes and volcanoes to KS3 Rationale: Perhaps the most dynamic features of the Earth’s awesome power and nature are when Volcanoes and Earthquakes occur. Their workings are at the very core of our planet’s history and their unpredictable activity continues to shake mankind’s understanding of the planet. This topic or scheme of work for my mixed ability year nine class offers a plethora of attributes that both incorporates sound core Geographic knowledge and divers teaching formats that can present a degree of awe and wonder into the minds of young people. Planning and teaching such a topic at a time when the Geography National Curriculum is being reviewed by the new coalition Government, seems to provide somewhat of a blank canvass as to what pedagogical approaches might be the most appropriate to adopt. Whatever the NC will look like, we are led to believe that there will be a re-focus on the ‘core’ knowledge in subjects like Geography. This is not to say a return to didactic teaching where teachers are merely transmitters of information, or indeed to adopt a textbook pedagogy which is reminiscent of the late 1970s and 1980s. The Geography Curriculum Consultation Full Report makes it clear “That a line-by-line, detailed list of geography’s contents is not the best way to draw a positive response from teachers . . . though there is strong support for the national curriculum achieving greater clarity over the core...
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...The Bath MSc MSc in Accounting and Finance, MSc in Finance, MSc in Finance with Banking, MSc in Finance with Risk Management MSc in Advanced Management Practice MSc in Human Resource Management and Consulting MSc in Innovation and Technology Management MSc in International Management MSc in Management MSc in Marketing MSc in Sustainability and Management Hugh Ayling MSc in Marketing graduate now at L’Oréal Contents 01 Welcome to the Bath Advantage 02 Why choose Bath? 03 Enhancing your career prospects 04 What else can I expect? 05 The Bath Management Alumni Community that’s right for you 06 Choosing the programme 08 MSc in Accounting and Finance, MSc in Finance, MSc in Finance with Banking, MSc in Finance with Risk Management Management Practice Management and Consulting 12 MSc in Advanced 20 MSc in Human Resource 24 MSc in Innovation and 30 MSc in International Technology Management Management 34 MSc in Management 38 MSc in Marketing 44 MSc in Sustainability and Management 48 Life on campus 49 Accommodation and living costs 51 Life in Bath 52 How to apply 53 How to find us Contact us (back cover) www.bath.ac.uk/management University of Bath School of Management 01 Welcome to the Bath Advantage. Research intensive and practice driven, we are consistently rated as one of the best-performing business schools in the UK. To equip students with the best possible opportunities, our academics conduct world-class...
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...Scientific Management - Scientific Management This essay will critically evaluate the scientific management’s importance and its contribution in the current management context. In this era of rapid economic development and industrial expansion of different nations, scientific management has enabled every nation to be involved in this global market. Scientific management is the theory which serves as the ‘backbone’ to many current management theories. Scientific management will be briefly described initially. After that, the essay will identify why scientific management is an important contribution to management theory when Frederick Taylor proposed it.... [tags: Business Employee Management] 1639 words (4.7 pages) $19.95 [preview] Scientific Management - Scientific Management Fredrick Taylor, the father of scientific management. He had a firm belief in "one best way" (Samson & Daft, 2003), of doing something. In the year 1899, Taylor held an experiment that involved German and Hungarian men, whose job involved some very heavy-duty work (Gabor, 2000). To his disappointment, men either refused to work, or wouldn't work to his expectations. The men hated him utterly; to the extent he required security when going home (Gabor, 2000). In his entire dilemma with his employers, in stepped Schmidt, a man not of intelligence but had the strength of a bull and an ox-like mentally required to reach the standards of Fredrick Taylor.... [tags: Taylorism Business Management Essays] ...
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