individual learning plans – learner a file · web viewnatalie newham. postgraduate diploma in...

Natalie Newham Postgraduate Diploma in Education and Training (Level 7)

Natalie Newham

Postgraduate Diploma in Education and Training (Level 7)

Teaching and Learning for Disabled Learners (Level 7)

This Portfolio includes the Individual Learning Plans of two of my Learners. The portfolio will provide an analytical rationale of learning support strategies for both Learners throughout. Both of these students are currently studying for an Entry 1

Diploma in Personal Progress.

Final Word Count:

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Contents PageIndividual Learning Plans – Learner A....................................................................................................3

Individual learning Plans - Learner B.....................................................................................................4

Context of the class...............................................................................................................................5

Learners’ need and approaches to learning..........................................................................................6

Learning Theory.....................................................................................................................................8

Differentiated Activities.........................................................................................................................9

Review for resources modified for selected learners..........................................................................10

Differentiated Assessment..................................................................................................................11

Functional Skills...................................................................................................................................12

Professional Development...................................................................................................................13

References...........................................................................................................................................14

Appendices..........................................................................................................................................16

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Individual Learning Plans – Learner A Learner A is a very friendly but sensitive individual who is keen to communicate all of the time (Appendix 1). Her Special Educational Needs spring from a genetic condition known as Downs Syndrome, which; “typically causes some level of learning disability and characteristic physical features.” (NHS 2016, online)

My course is: My Personal Teacher is:

Independent Living – Personal Progress.

Alex Brophy-Bell

How do I like to learn/work? (Learning styles)

Who or what do I need to help me? (Support needs)

Kinesthetic and Visual. Tutor and learning assistants.

Where do I want to be? / What do I want to be doing?

(Long term goals)

She would like to be a singer and/or dancer. Her creative skills are abundant and she is also excellent in the kitchen. Perhaps a long term goal could be to do some volunteering with ‘Mind The Gap’.

What help do I need? / What do I need to learn to meet my goals?

(Short term goals)

Working on literacy – improving understanding and ability with copy writing.

To be able to stay on task rather than doing own thing.

Listening to instructions without questioning.

All of the above will require support from all staff and firm, clear directions.

Below is a section of Learner A’s Individual Learning Plan (Appendix 1)

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Individual learning Plans - Learner B Learner B is a quiet but ambitious individual. He aspires to progress onto supported employment and reach Level 2/3 by September 2017 (Appendix 1). Learner B is a learner with Autism and as such can have difficulty with social interaction and demonstrate restricted and repetitive behaviours and interests. (National Autistic society).

Below is a section of Learner A’s Individual Learning Plan (Appendix 2).

Your Tutor Details

Name Location Telephone E mail

Personal Tutor Alex Kendal BR/DHB 01274/436344 [email protected]

Initial Screening Results Functional Skills/GCSE Target

Result Date Target Target Date

LiteracyPre-Entry Sept 15 E1 Sept 16

Numeracy Pre-Entry Sept 15 E1 Sept 16

Initial Assessment of your learning style

Your preferred ways of learning

Hearing Seeing Doing

Doing

Current additional learning Support arrangements

Group support in class, Break and lunchtime support and shadowing to the toilet.

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Context of the class Part 3 of The Children and Families Act (2014, online) states that preparing for adulthood outcomes should be a focus of person-centred reviews from year 9 onwards. Equally legislation such as the Special educational needs and disability code of practice (2015, online), which covers the age range of 0-25, identifies the importance of improving outcomes for young people, focusing on high aspirations, involving young people and parents in decision making for the future of the young people. According to the SEND code of practice (2015, online) the curriculum of study program for all 16-19 year olds and for 19-24 year olds with special educational needs or disabilities should include; “opportunity to progress, a decent sized qualification Maths and English (this can be practical literacy and numeracy), non-qualification activity and work experience” (2015, online).

Bradford College, the organisation where I teach my learners, has gone to the utmost effort to comply with these legislative government guidelines. The Entry 1 program of study for Independent Living and Personal Progress, the program that my class are currently studying, provides an individualised, person-centred learning opportunity to young adults wanting to enhance independence and personal skills in preparation for adulthood and further learning (Bradford College 2016, online).

Despite this, there are some members of the class who simply do not wish to attend college. They are attending simply because their parents wish them to. As a consequence of this their motivation is not always present. The two learners that this portfolio considers do not belong to this minority, however the attitude of their classmates is worth considering as their lack of motivation back sometimes influence the focus of Learner A and Learner B.

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Learners’ need and approaches to learning As specified in the SEND code of practice (2015, online), every individual SEN learner has an Education, Health and Care plan (EHC plan), which should identify all the needs of that individual learner. As an SEN teacher I have learned to take great heed of each specific learner’s EHC plan whilst planning teaching and learning spaces for each specific learner. Both Learner A and Learner B require strong approaches to learning. However, their needs differ greatly and thereby the approaches used for each of them individually, should also differ.

Learner A for instance; “must be brought back on task regularly as she has the tendency to remain in a loop about whatever topic she is favouring at that moment” (Appendix 1). It would inaccurate to pin this habit as a symptom of her Downs Syndrome. As a creative individual with a very active mind, it is simply an element of her individual personality. However, this focus that she has on her specific interests, could be interpreted as a coping strategy, as it is more common for people with downs Syndrome to use certain coping strategies (Downs Syndrome Association 2016, online). Thereby the approach for dealing with this distractive habit of learner A’s needs to be a subtle and supportive one. I take guidance from the Learner’s Individual Learning Plan (Appendix 1), and adopt a “firm but fair” instructional approach. This approach is efficient so long as the teacher makes effort to include empathy in their tone towards Learner A, as she is very sensitive and conscious of offending others. She will retract any comments or contribution to the lesson if she feels like her teacher has not liked what she has said, she will then continue to do this for the remainder of the teaching session and repeatedly ask the teacher to calm down (Appendix 1). When this occurs, again, it is important for the teacher to be empathetic towards Learner A and try to understand why she behaves in this manner. Behaviour such as Learner A’s is trait of a person with Downs Syndrome, it simply signals that Learner A does not fully understand what is expected of her, and in this case the most efficient approach to place her back at ease, to ask her what the problem is and discuss it through with her.

Learner A enjoys communicating and enjoys group work, however she also has communication difficulties, because of this, as with other people with communication difficulties, she can often find group work challenging (Department for Education 2003, online). Listening patiently and closely, allowing time for her to answer questions, and asking questions that only require a short answer, are approaches that have been recommended (Department for Education 2003, online), and approaches that I use, to support the Learning of Learner A. I also communicate with her via Makaton; “a language programme using signs and symbols to help people to communicate. It is designed to support spoken language and the signs and symbols are used with speech, in spoken word order” (Makaton; The Makaton Charity, 2016). This takes the emphasis from the learner’s speech difficulties and places less stress upon the her.

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Learner B, similarly to Learner A, needs encouragement to stay on task and remain as focused as possible at all times (Appendix 2). However, he needs a different kind of encouragement, he will often allow the more dominant personalities such as learner A to take the lead in group activates. This is unsurprising. People with Autism, although they may have good language skills; “may still find it hard to understand the expectations of others within conversations (National Autistic Society 2016, online).” Learner B often has difficulties interpreting tones of voice, facial expressions, or gestures, he struggles to understand jokes or sarcasm and any other vague or abstract concepts, as a person with autism, his understanding of language is very literal (National Autistic society 2016, online). This is what causes him at times to shy away from group conversations. The approach for dealing with this, according to the Department for Education (2003, online), in their 2009 edition of “Access for All,” is to use; “literal, very precise language.” I completely agree with this approach for Learner B, and addition to this it is also important to us unambitious questions, carefully worded questions to test learning the learning (Department for Education 2003, online) of Learner B.” This is because, as the National Autistic society (2016, online) so accurately identify; Autistic people will usually understand more of what other people say to them, than they are able to express. To support this learner further, I have also observed that communication and teamwork is key. People with autism can often find change disconcerting (National Autistic society 2016, online). Thereby I discuss any changes to lesson plans or room changes with the Learning Support Assistants working with me and Learner B, so that we can work together to prepare Learner B for those changes. This approach is applauded by the Department for Education’s “Access for all” document (2003, online). In general, it is most important for teacher with Learner B to consider that autism is a spectrum condition, the condition will affect each individual in individual ways, and the approaches to learning for this learner should reflect this.

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Learning Theory Learning theory is very relevant to the practice of a Special Educational Needs teacher. As already suggested: change can be very disorientating especially if you have a learning disability.” (Downs Syndrome Association, 2016, online). People with autism such as Learner B can find comfort in repetitive behaviour and routines (The National Autistic society 2016, online). Equally people with Downs Syndrome such as Learner A commonly use consistency, routine, and order as mechanisms for rationalising their lives (Downs Syndrome Association, 2016 online). Thus, as the teacher of Learner A and Learner B, Behaviourist approaches such Operant Conditioning (Skinner 2016, online) are useful. Operant Conditioning is an approach that will permit both learners that repetitive routine that they both find useful and I often incorporate it into my practice for this purpose. In addition, Behaviourist approaches, when applied efficaciously, have the potential to change the behaviour of individuals or whole groups (Wearmouth 2012, p.11), this makes Behaviourist theories useful for classroom and behavioural management.

However, this is where my use of Behaviourist approaches end. Ultimately the theoretical dilemma posing a teacher of adults with specials educational needs could be argued to be the choice of which theoretical approaches to heed. Andragogic approaches for instance (Hase 2015, online), could be argued to be inappropriate due to the cognitive level of learners. At pre-entry to entry level 1, my learners, it could be argued, have not yet reached the cognitive capacity to achieve the self-directed learning that andragogic teaching and learning approached require. On the other hand, the learners are adults and deserve to be regarded, respected, and communicated with as such. Thereby, pedagogic approaches (infed 2012, online), could be considered inappropriately patronising. In my day-today teaching practice I try to incorporate a democratic andra-pedogogic approach; one that takes heed of both Pedagogic and Andragogic teachings so that my communications with my students are neither two patronising nor too complex. In this respect the theories of Pedagogy and Andragogy are both useful for creating resources and planning activities for learner A and Learner B.

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Differentiated Activities Detailed differentiation is needed as the abilities and preferred learning styles of the learners in my class group vary widely. Howard Gardner, in his 1984 book Frames of mind: The theory of multiple Intelligences, discussion the suggested existence of seven difference times of human intelligence. These are; Musical, Interpersonal, Linguistic, Logical, Visual-Spatial, Musical, Intrapersonal, and Bodily-kinesthetic. Each of these types of intelligence are represented within at least one of the learners in my class.

As far as I am able, I differentiate individual class activates for each individual learner, so that they can learn in way that suits them. Where this is not possible, I plan my sessions to include various activities so that there is at least one activity per lesson that each learner can relate to. This can be seen in my lesson plans (Appendix 3).

Learner A, is a very Visual-Spatial learner (Appendix 1). These are learners that like drawing, looking at maps, and completing puzzles, they are typically very aware of their environments (even if they have a tendency to daydream) and they tend think in terms of physical space (Gardner’s multiple Intelligences 2016, online). Learner A particularly enjoys drawing and colouring, enjoys activities that she thinks look colourfully attractive (Appendix 1). Where Learner A is concerned, I always aim to provide her with opportunities to draw and colour, as this is when she is most engaged. Cut and stick activities also engage this learner, so I also utilise such activities for her (Appendix 15). Learner A is also holds a musical intelligence and thus she typically learns well with music in the background, or as part of an activity (Gardner’s multiple Intelligences 2016, online). She enjoys singing and dancing, when musical workshops have been provided in the past she really enjoys them (Appendix 1).

Learner B is an intrapersonal learner. People with this intelligence are typically the most independent of learners, they understand their own interests and goals, have strong opinions, and hold great levels of motivation (Gardner’s multiple Intelligences 2016, online). Learner is motivated by working on independent tasks, where he can challenge himself and set himself goals. Often, during activities where I have asked Learner A to draw, I ask Learner B to complete a word search such as Appendix 11. These activities both contribute towards the same learning outcomes, but are differentiated to be the style of working that motivates each of these individual learners. Learner B, on a one to one basic, like discussing his opinions on the class topic. I will often ask a Learning Support Assistant to facilitate this activity with Learner B so that he has his opportunity to contribute the opinions that he is often too shy to contribute in front of the whole class (Appendix 5).

Both Learners A and B have Bodily-kinesthetic intelligence, they both enjoy hands on learning; making things and touching things (Gardner’s multiple Intelligences 2016, online). Learner A, who is an; “expressive person by nature and so shows great potential for arts based activities” (Appendix 1), enjoys role-playing in particular. They both particularly enjoy lessons that involve objects (Appendix 16) and practical activities such as taking photographs (Appendix 3).

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Functional Skills Functional skills are defined as the; “fundamental applied skills in Maths, English and ICT – with a particular focus on problem-solving and being able to apply these skills effectively in real situations” (City and Guilds 2016, online). These skills have particular significance to teachers and learners working on Entry Pathways programmes, which are built around vocational learning, functional skills and personal and social development to promote independence (Bradford College 2015, online).

I have constructed various strategies to support and in=improve the functional skills of all of the learners in my class. Some of these are very simple, but affective. For reading, for example, as identified on page 95 of the Department for Education’s Access for All document (2003), it is beneficial to; “discuss with the learners what size, colour, and type of text are best for them.” Learner A has particularly benefited from this and also from the technique of masking; where the learner is encouraged to; “block off all text but one word, phrase or line and/or cut up card for words or phrases” (Department for Education’s Access for All document 2003, online). Through experience I have also seen that encouraging interest, and inspiring an enthusiasm for learning new words, is the best way to develop a learner’s reading. I have developed a word-of-the-week system with Learner B, which has really improved his enthusiasm for learning new words (Appendix 5)

Learner A, in particular, has difficulty writing, she tends to write her own ‘characters;’ almost pretending to write. She does know the names of letters but she does not recognise them at all (Appendix 1). In response to this the strategies employed are basic, as advised by relevant documentation I utilise scribes, or computers so that the learner may type (Department for Education’s Access for All document 2003, p157 online). This allows the learner to participate fully in class activities despite her difficulties with her writing. Learner B on the other can copy write, where he is concerned I and his Learning Support Assistants again take heed of advice and work together to explored Learner B’s specific needs; to determine words they need to learn, and simple messages they may want to read and write” (Department for Education’s Access for All document 2003, p157 online).

I find apps useful to improve the ICT skills of my learners. Kahoot is an interactive quiz app that I find particularly useful (Kahoot 2016, online). It is useful to link the use of technology with the learner’s profile of strengths and weaknesses (Department for Education’s Access for All document 2003, p157 online). As already established in the “Differentiated Activities” section of this document, Learner A enjoys colours, and Learner B responds well working independently. This app provides both of these Learners with the type of activity that they enjoy whilst simultaneously giving them scope to improve their ICT skills. For more detail as to the reasons why I utilise this app, please refer to Appendix 3.

Embedding numeracy into day to day activities is a strategy that I have implemented to develop my learners’ numeracy skills further. They appear to be much more confident and thus capable when the numeracy is disguised as something else. Please see Appendix 3 and Appendix 8 for examples.

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Review for resources modified for selected learnersLearner A’s capacity for literacy needs to be taken into consideration when her teacher creates resources. When asked to write she often becomes frustrated and unmotivated. Resources that allow her to complete an activity without having to form full sentences are very beneficial for her motivation and self-esteem. Resources such as Appendix 10, for example, where she only has to tick boxes to give her opinion, are beneficial. Resources such as Appendix 9 are too difficult for Learner A because of the amount of writing needed to complete the activity. This particular resource however, would be beneficial for Learner B, it would provide him with useful practice.

ICT resources such as Kahoot are also modified for my specific class and the specific learners in that class. I add background music to my quizzes to assist learner A to focus, and she can also answer by clicking instead of typing. For learner B, I add extra time in between each question so that he has time to think about his answer. For most of my class I also add visual or photographic aids to quizzes.

Where resources are concerned I have learned through experience that differentiation is key.

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Differentiated Assessment The Pearson entry level 1 specification for qualifications in personal progress (Edexel Limited 2013, online) specifies that the formative assessment for learners needs to be evidenced via a transcript completed by a teacher. This transcript should identify which stage of the Entry 1 Achievement Continuum each learner has achieved for each module. This forms part of their summative assessment. Please refer to Appendix 4 and Appendix 5 to see examples of this.

However, it is at the discretion of teachers to create the in-class tasks that the students will complete. It is these activities that ultimately form their summative assessment.

I try to be as creative and differentiate as much as possible when creating these tasks. For example, I have a spreadsheet of the results of every Kahoot quiz that the learners have completed so that I can track their individual and whole group progress (Appendix 6). When the learners participate in kinaesthetic activities, such as when they were learning about objects, (Appendix 16), I record their work (Appendix 15).

I also try to encourage Learners to self-assess, even if this is only at a basic level. For example, at the end of lessons, I ask my learners to draw on sticky note, a smiling face if they believe they have put allot of effort into the lesson a frowning face if they don’t think so (Appendix 7).

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Professional DevelopmentThroughout the construction of this portfolio I have discovered that if one is not actively efficacious and conscientious of their practice, it is dangerously simple to slip out of touch with key matters of the profession; particularly if one is only teaching part-time, as I am. As a teacher working within the context of Entry Pathways, and working with learners with Special Educational Needs, it is imperative for me to avoid this. Thus, going forward in my continuing professional development, I will take active steps to enhance my proficiency and personal skills via holistic commitment (CPD 2016, online).

I intend to achieve a more efficacious proficiency via maintaining current and relevant knowledge of key legislation such as the Special Educational Needs and Disabilities Code of Practice (2015), which colleges have now been brought within the remit of (Downs Syndrome Association 2016, online). This particular legislation is especially important as it specifies that teachers; “must do their best to ensure that students’ needs are met and must plan and deliver appropriate support” (Downs Syndrome Association 2016, online).

It has been identified during observations of my teaching that I plan to great detail and I am very inclusive, I have a good working relationship with my learners, and I differentiate well; however, it has also been identified that I need to improve how I scaffold my explanations of tasks (Appendix 13 and Appendix 14). I intend to improve this personal skill by planning in further detail how I am going to explain each task, and also discussing my plans with colleagues prior to each lesson to ensure that I have the most efficient manner of explanation.

It has also been identified during observations of my teaching that I need to improve the logistical and managerial elements of my practice; such as ensuring that I take registers of some form, writing outcomes of my lessons in the correct tense, and following policies and procedures correctly (Appendix 13 and Appendix 14). I need to keep up with the ever-changing expectations of this. This I intend to achieve by maintaining and improving the dialectical relations between myself, fellow teaching colleagues in my department, managerial staff, and learning support staff.

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References Wearmouth, J. (2012). Special Educational Needs; The Basics . Oxon: Routledge.

About down’s syndrome: FAQs (2016) Available at: http://www.downs-syndrome.org.uk/about/general/ (Accessed: 11 May 2016).

Bradford College (2015) Bradford College offers the following entry pathways courses: Pathway to independent living pathway to supported employment pathway towards an apprenticeship or level 1 vocational Programme. Available at: https://www.bradfordcollege.ac.uk/sites/default/files/shared/2015/marketing-material/entry-pathways.pdf (Accessed: 14 May 2016).

Bradford College (2016) Pathway to independent living. Available at: https://www.bradfordcollege.ac.uk/courses/further/pathwaytoindepe-sep-2016 (Accessed: 11 May 2016).

Casey Koschmeder (2012) What is differentiated assessment? Available at: https://www.youtube.com/watch?v=DvzRcArujOU (Accessed: 11 May 2016).

Children and families act2014, c. Available at: http://www.legislation.gov.uk/ukpga/2014/6/part/3/enacted (Accessed: 5 May 2016).

CPD (2016) CPD explained. Available at: https://cpduk.co.uk/explained (Accessed: 15 May 2016).

Department for Education (2003) The national strategy for improving adult literacy and numeracy skills introducing access for all supporting learners with learning difficulties and disabilities across the curriculum. Available at: http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/IAFA.pdf (Accessed: 11 May 2016).

Down Syndrome Association (2016) For families and Carers: Further education. Available at: http://www.downs-syndrome.org.uk/for-families-and-carers/education/further-education/ (Accessed: 11 May 2016).

Edexel Limited (2013) Pearson entry level 1 specification for qualifications in personal progress (QCF) including qualifications in: Communication skills, mathematical skills, ICT skills, independent living and supported employment (QCF) specification. Available at: https://qualifications.pearson.com/content/dam/pdf/Personal-and-Social-Development/Personal-Progress/2010/Specification/9781446908587%20_Entry_Lvl_L1_QPPCSM_Issue_3%20(1).pdf (Accessed: 11 May 2016).

Functional skills qualifications and training courses (2016) Available at: http://www.cityandguilds.com/qualifications-and-apprenticeships/skills-for-work-and-life/english-mathematics-and-ict-skills/3748-functional-skills-qualifications#tab=information (Accessed: 11 May 2016).

Gardner, H. (1984) Frames of mind: The theory of multiple Intelligences. 10th edn. New York: Basic Books.

Infed (2013) Howard Gardner, multiple intelligences and education. Available at: http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/ (Accessed: 11 May 2016).

Kahoot (2016) Making learning awesome! Available at: https://getkahoot.com/ (Accessed: 11 May 2016).

NHS (2015a) Down’s syndrome. Available at: http://www.nhs.uk/Conditions/Downs-syndrome/Pages/Introduction.aspx (Accessed: 11 May 2016).

NHS (2015b) Down’s syndrome - causes. Available at: http://www.nhs.uk/Conditions/Downs-syndrome/Pages/Causes.aspx (Accessed: 11 May 2016).

Preparing for Adulthood (2011) Preparing for adulthood. Available at: http://www.preparingforadulthood.org.uk/ (Accessed: 11 May 2016).

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Prezi Inc (2016) The presentation software for when it matters. Available at: https://prezi.com/ (Accessed: 11 May 2016).

Renn, C. (2016) Embedding technology to change pedagogy – Techknowledge for schools. Available at: http://techknowledge.org.uk/blog/embedding-technology-to-change-pedagogy/ (Accessed: 14 May 2016).

Special educational needs and disability code of practice: 0 to 25 years statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities (2015) Special educational needs and disability code of practice: 0 to 25 years statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf (Accessed: 11 May 2016).

The National Autistic Society (2016) NAS. Available at: http://www.autism.org.uk/about/what-is/asd.aspx (Accessed: 11 May 2016).

The VARK Modalities (2016) Available at: http://vark-learn.com/introduction-to-vark/the-vark-modalities/ (Accessed: 11 May 2016).

UnicefUK (2013) We’ve all got rights. Available at: https://www.youtube.com/watch?v=LN_70HXxd5Y (Accessed: 11 May 2016).

Module 6: Curriculum design I (spiral theory and examples) (2012) Available at: http://www.nece.ctc.puc-rio.br/blog5/file.axd?file=2012%2F4%2FModule+6+Workshop+PUC-Rio+04-16-2012.pdf (Accessed: 11 May 2016).

Makaton; The Makaton Charity (2016) About Makaton. Available at: https://www.makaton.org/aboutMakaton/ (Accessed: 15 May 2016).

Skinner, B.F. (2016) Classics in the history of psychology -- Skinner (1948). Available at: http://psychclassics.yorku.ca/Skinner/Pigeon/ (Accessed: 16 May 2016).

Hase, S. (2015) Self-directed learning and self-determined learning: An exploration. Available at: https://heutagogycop.wordpress.com/2015/12/05/self-directed-learning-and-self-determined-learning-an-exploration/ (Accessed: 12 December 2015)

infed (2012) What is pedagogy? Available at: http://infed.org/mobi/what-is-pedagogy/ (Accessed: 12 December 2015)

Gardner’s multiple Intelligences (2016) Available at: http://www.tecweb.org/styles/gardner.html (Accessed: 16 May 2016).

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Appendices Appendix 1: Learner A’s Independent Learning Plan

Appendix 2: Learner B’s Independent Learning Plan

Appendix 3: Photography Lesson Plan

Appendix 4: Learner A’s Rights and Responsibilities Assessment Transcript

Appendix 5: Learner B’s Rights and Responsibilities Transcript

Appendix 6: Kahoot results assessment spreadsheet

Appendix 7: Self-Assessment Activity

Appendix 8: We’ve All Got Rights Worksheet

Appendix 9: Scenario Activity Worksheet

Appendix 10: What I Like Quiz

Appendix 11: Photography word search

Appendix 12: Rights and Responsibilities PowerPoint

Appendix 13: Observation Feedback: Rights and Responsibilities Lesson Plan

Appendix 14: Observation Feedback: Photography Lesson Plan

Appendix 15: Team Star Story

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individual learning plans – learner a file · web viewnatalie newham. postgraduate diploma in...

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