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Specialist Support for Teaching & Learning in Schools (QCF Level 3) Diploma Course The NCFE Level 3 Diploma in Specialist Support for Teaching & Learning in Schools (QCF) is for those members of the school workforce who directly support teaching & learning of pupils in schools in an area that requires specialist knowledge & skills. It will allow successful candidates to work in roles that offer specialist support for pupils in primary, secondary or special schools. The NCFE Level 3 Diploma in Specialist Support for Teaching & Learning in Schools (QCF) Qualification incorporates the units in the level 3 Certificate in Supporting Teaching & Learning in Schools & 4 additional units giving this course a more detailed approach to the subject matter. Upon successful completion of our NCFE Level 3 Diploma in Specialist Support for Teaching & Learning in Schools (QCF) Level 3 course you will receive a qualification listed on the QCF (Qualifications & Credit Framework) at level 3 (Qualification Reference Number: 501/0813/X). This course has been assigned 44 credits. 50-Hour Placement In order to successfully complete this NCFE Level 3 Diploma in Specialist Support for Teaching & Learning in Schools (QCF) Qualification you are required to complete a work placement of at least 50 hours. The placement is compulsory for this course & the student is responsible for arranging their placement. Along with their first set of course materials, students will receive a comprehensive guide giving them plenty of information on what is required of them during the placement, how to set up the placement & the types of activities that they will be required to complete on the placement (including examples of the types of paperwork that will need to be submitted to your tutor for evidence). The work placement needs to be for a period of at least 50 hours, though it can be longer if needed. What Can I Do After Taking This Course? Become a teaching assistant. After successfully completing our Certificate in Supporting Teaching & Learning in Schools Level 3, you could apply for a teaching assistant position within a nursery, infant or junior school, special school, secondary school or independent school, earning up to £18, 000*/year. Gain a promotion. If you are already working as a teaching assistant you may be eligible to work without supervision, for a promotion to Senior Teaching Assistant, Senior Learning Support Assistant or Senior Special Educational Needs Assistant, & for an increase in pay. Study for a foundation degree. If you wish to attend university & obtain a degree, you may be able to study for a foundation degree. * Source: Payscale.com, Sept 2012. Please note: This course is textbook based, & therefore the lessons are not available to be viewed online. If you choose the online method of study with this course, you will be able to view your question papers & tutor feedback online. Is there government funding available for doing this course? Great news! If you study this course you have the option to either fund the course yourself privately, or we are able to offer you the course funded using a 24+ Advanced Learning Loan. Please click the “fees tab” for more information on how you can fund your course. ...
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Teams & Groups Course What is the difference between a team & a group? You may be wondering why such an apparently pedantic question is asked. However, the distinction between a team & a group has many implications for organisations &, in particular, the role of the manager, & is therefore worth exploring in some detail. In this course, we shall explore the development of a collection of individuals who are gathered together from different parts of an organisation in order to fulfil the aspirations of senior management in pursuit of business excellence. Everyone at work, whether they be a typist or a managing director, has, at some stage, to work with others in a group. This may be a permanent group (such as a small department) or it may be a group which meets infrequently & which changes from time to time. After participating in this course, you should be able to: describe group processes identify the stages of team development recognise the characteristics & key abilities of effective teams distinguish between effective teams & co-operative groups describe the roles people play in teams recognise the ways of resolving conflict discuss factors which influence meetings positively identify behaviour which helps decision making. In working through this session, you will practise the following BTEC common skills: Managing & Developing Self  Working with & Relating to others  Communicating  Managing Tasks & Solving Problems  Applying Numeracy Applying Technology Applying Design & Creativity ...
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Technology & Flexibility Course Technology as a means to facilitate the production of goods & services has always been with us. Technology describes systems of production on which all human beings depend, to a greater or lesser extent. These systems range on a continuum from the very primitive basic tools to the very sophisticated micro-electronics. Our focus in this course is on technology & technological change during the twentieth century within industrialised societies. We look at the dominant production systems & their effects upon people who work with them. In particular, we examine some of the debates concerning the major twentieth century technological development within the workplace. This is the system of mass production, or extreme specialisation, & its implications for workforce & management. We look at the technological developments which may supersede mass production & the controversies concerning these developments. We start with the problem of definition & then move on to a consideration of Fordism. We look at the concept of alienation in relation to technology & the important contribution of the American researcher, Blauner. We then go on to deal with post-Fordism & flexible specialisation. Finally, we examine new technology & its impact upon manufacturing & the office. After participating in this course, you should be able to: define technology & identify different types of mechanisation. identify some of reasons for technological change. describe what Durkheim identified as the fundamental differences in technological & social organisation between a pre-industrial & an industrial society. describe the impact of division of labour upon an industrial society. define Fordism & outline its production system. identify the advantages, drawbacks & limitations of Fordism. relate Marx's concept of alienation to work in modern technological settings. describe the work & conclusions of Blauner on alienation, along with some assumptions & limitations of technological determinism. explain the relationship between control, de-skilling & technological change in labour process theory, & identify some of the theory's limitations. identify in a contemporary industrial example the characteristics of post- Fordism. describe how work & technology are developing in the view of flexibility theorists, the reasons they see for this, & the likely effects for employees & organisational management. describe some criticisms of flexibility theory & outline some of the drawbacks & limits to flexibility. describe the characteristic features of new technology. explain how new technology can increase skill requirements & improve the quality of working life. describe convergence theory & its implications in basic terms. ...
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Technology in Business Course This programme is designed for people seeking to understand & apply the Information Technology a businesses. The course is particularly suited to staff & managers who wish to consider the best use of IT, specify equipment & software, & implement good-housekeeping measures. At the end of the course you will be able to: Define what business tasks a personal computer can perform Describe the benefits of a variety of computer applications Draw up a

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Technology And Knowledge Management

Technology and Knowledge Management Course We are living in an ‘Information Economy.’ As economies matured and developed from agricultural to industrial and then service and knowledge-based, the demand for information increased. The Industrial Revolution increased the need for information. Manufacturing began to be carried out on a large scale in factories by organised companies. This created a need for information for internal control for managers and on company performance for investors. Today, a modern organisation must produce financial and performance information for investors and managers, regulatory information for government agencies and personnel information as well as information for many other interested bodies, but it needs information to manage and control its
operations. The information-intensive needs of managers cover many areas from individual information on specific customers to strategic information for a corporate takeover. Globalisation has increased the need for information by making the management task more complex, often requiring the co-ordination of staff and tasks in different countries. Development of economies has seen the production of more information-intensive and knowledge-intensive products such as computer software. The assets of companies such as Microsoft may be comprised largely of the value that stock markets place on their intangible assets of information and knowledge (intellectual capital). Tom Stewart (1991) describes intellectual capital as, ‘patents, processes, management skills, technologies,
information about customers and suppliers and old-fashioned experience.’ Added together this knowledge is intellectual capital. On completion of this module you will be able to: Demonstrate a thorough understanding of the role of information in the business environment. Appreciate the need for skills and knowledge in the use of information for supporting decision-making. Effectively use and evaluate database systems for business decision-making. Develop the ability to specify suitable information systems for effective knowledge management.
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Product Description

Technology & Knowledge Management Course We are living in an ‘ Information Economy.’ As economies matured & developed from agricultural to industrial & then service & knowledge-based, the demand for information increased. The Industrial Revolution increased the need for information. Manufacturing began to be carried out on a large scale in factories by organised companies. This created a need for information for internal control for managers & on company performance for investors. Today, a modern organisation must produce financial & performance information for investors & managers, regulatory information for government agencies & personnel information as well as information for many other interested bodies, but it needs information to manage & control its operations. The information-intensive needs of managers cover many areas from individual information on specific customers to strategic information for a corporate takeover. Globalisation has increased the need for information by making the management task more complex, often requiring the co-ordination of staff & tasks in different countries. Development of economies has seen the production of more information-intensive & knowledge-intensive products such as computer software. The assets of companies such as Microsoft may be comprised largely of the value that stock markets place on their intangible assets of information & knowledge (intellectual capital). Tom Stewart (1991) describes intellectual capital as, ‘patents, processes, management skills, technologies, information about customers & suppliers & old-fashioned experience.’ Added together this knowledge is intellectual capital. On completion of this module you will be able to: Demonstrate a thorough understanding of the role of information in the business environment. Appreciate the need for skills & knowledge in the use of information for supporting decision-making. Effectively use & evaluate database systems for business decision-making. Develop the ability to specify suitable information systems for effective knowledge management.

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Jargon Buster

Computer - A programmable electronic machine which stores and manipulates data.
Large - something that takes up more space than normal.
Experience - To gain further knowledge by practising.
Performance - When someone is presenting a form of entertainment, also how well someone is doing within a role.
Individual - A single separate item or person.
Environment - The conditions and surrounding area.

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Page Updated: 2015-03-31 20:45:35

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