She was a major force in the 19th Amendment becoming a reality in Louisa never married and continued to write and work tirelessly for reform as she single-handedly supported her family. We hope to have you here again. Vivid portrayals of Gilded Age women.
Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented.
Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
Make sure evidence is gathered across the range as expressed under the title. Specific range statements under individual outcomes or assessment criteria are illustrations, Unit 722 develop a presentation which Learning Programme developers can select. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.
Do not focus the assessment activities on each assessment criterion.
Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria. The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques.
Where this is required, there will be assessment criteria to specify the standard required. The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes again and again and again.
This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible. All assessments should be conducted in line with the following well documented principles of assessment: Additive multilingualism A form of bilingual education in which the language of instruction is not the 1st language of the children, and is not intended to replace it.
In an additive bilingual education programme the first language is maintained and supported, but the language of learning and teaching is taught alongside it. When the language of instruction is likely to replace the children's first language, this is called subtractive bilingualism.
Appropriate dress footnote in u std: Author The creator or originator of a piece of narrative, whether signed or written. Coherence The underlying logical relationship, which links ideas together.
Coherence is to do with ideas and meanings. A paragraph see definition below is coherent if all its sentences see definition below are connected logically so that they are easy to follow. Cohesion Linking ideas by means of language e. Collage A form of art in which a variety of materials, such as photographs, fabric, objects, hand-drawn pieces, and printed text, are attached to a surface.
Learners can demonstrate their understanding of many themes and issues through the choice of materials and design elements of a collage. Colloquialism A word or expression used in everyday conversation but not in formal language.
Ways of doing this can include use of space, head movements, eye gaze, body orientation and movements, etc. Controlling idea An important or central concept, theme, or argument that is used to unify a signed, written, oral, or media text.
Conventions Accepted practices or rules in the use of language. Some conventions help convey meaning e. Creative thinking The process of thinking about ideas or situations in inventive and unusual ways in order to understand them better and respond to them in a new and constructive manner.
Learners think creatively in all subject areas when they imagine, invent, alter, or improve a concept or product. Diction The choice of words or phrases or signs in speech or writing or signing; the particular words or phrases or signs chosen to express an idea.
The SASL equivalent of this would be a signed narrative.Katy ISD Residents (KNth): – Larger landowners can typically develop faster than small landowners 11D Camillo Lakes Cross Creek Ranch. Largest Growth Single-Family Developments Planning Subdivision Names or Unit Owner(s) Names PGY-2 Critical Care This residency is a month ASHP-accredited post-graduate program designed to develop advanced skills necessary to provide confident and competent pharmaceutical care to critically patients and to develop skills necessary to participate in the education of current and future healthcare professionals.
In all of the tables in this document, both the pre NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre levels unless specifically stated otherwise.
Unit Develop a Presentation 1 Understand how to develop a presentation Explain best practice in developing presentations Presentations can be presented in different forms.
They could be a slideshow, a practical demonstration, training, an interview, pitching concepts or proposals.
explain best practice in developing presentations. explain who needs to be consulted on the development of a presentation. explain the factors to be taken into account in developing a presentation. analyse the advantages and limitations of different communication media.
Learning outcome. The learner will: 2. Be able to develop a presentation/5(K). Hi George, Thank you for your kind words and valued support 🙂 Warm regards, SmartScript Site Admin.