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The teacher training framework, introduced in September 2007, requires all teachers in the post-16 sector to possess knowledge, understanding and personal skills to at least level 2 in the minimum core for numeracy. Coverage and assessment of the core have to be embedded in all Certificate and Diploma courses leading to QTLS and ATLS status. This book is a practical guide to numeracy for trainee teachers in the Lifelong Learning sector. It enables trainee teachers to identify and develop their own numeracy skills and also to support their students' numeracy.
The teacher training framework, introduced in September 2007, requires all teachers in the post-16 sector to possess knowledge, understanding and personal skills to at least level 2 in the minimum core for numeracy. Coverage and assessment of the core have to be embedded in all Certificate and Diploma courses leading to QTLS and ATLS status.
This book is a practical guide to numeracy for trainee teachers in the Lifelong Learning sector. It enables trainee teachers to identify and develop their own numeracy skills and also to support their students' numeracy.
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Sheine Peart taught in further education for 15 years, teaching numeracy and other vocational programmes. She was particularly engaged in working with learners with challenging behaviour and on E2E programmes. Prior to that she taught in secondary schools, worked as an LEA advisory teacher and youth worker.
Inhaltsangabe
Introduction Continuing professional development Different factors affecting the acquisition and development of number skills Barriers inhibiting the development of number skills Principal disabilities and learning difficulties relating to numeracy Numeracy and participation in public life Numeracy processes: performing calculations Numeracy processes: presenting information A final word Appendix 1: Glossary of acronyms Appendix 2: Summary of The Minimum Core for Numeracy requirements Index
Introduction Continuing professional development Different factors affecting the acquisition and development of number skills Barriers inhibiting the development of number skills Principal disabilities and learning difficulties relating to numeracy Numeracy and participation in public life Numeracy processes: performing calculations Numeracy processes: presenting information A final word Appendix 1: Glossary of acronyms Appendix 2: Summary of The Minimum Core for Numeracy requirements Index
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