Dissertation (6000 words)
- Organise conduct and frame research in a relevant field whilst exercising personal responsibility and abiding by professional codes of conduct
- Identify and apply appropriate research methodologies for your chosen topic
- Draw together information derived from others and from their own work in order to construct a literature review and to further develop conclusions
- Reflect critically and analytically about the chosen topic, methods used and data gathered
- Plan a research project, which includes consideration of ethical applications, and use of appropriate research equipment 6. Reflect on implications of findings for practice/policy and future research
Subject-based practical skills
- Apply the relevant statistical or qualitative concepts of similarity and difference in a rigorous and intellectually disciplined way 8. Deliver a presentation on a chosen research topic and develop strong communication skills
Skills for life and work (general skills)
- Develop effective time management skills including the ability to construct and implement an effective research timetable
- Critically reflect and then act on the ethical considerations and broader research integrity of their
Clarification of your topic, including the specific group you wish to research, where, and regarding what aspect of that research. For example, “the impact of high sugar diets on type 2 diabetes prevalence among BME youth in the UK.”
Secondary research (NARRATIVE )
Early onset type 2 diabetes: risk factors, clinical impact and management
Structure of your written project – Literature Review
§ Contents Page
Chapter 1: Introduction and Rationale [Theoretical Framework], aims and objectives, and current context – including a review of key relevant policies and strategies and other reviews or systematic reviews can contribute to the “current context.
Chapter 2: Methodology- how you did your literature review, search terms, what you found, how many articles, inclusion and exclusion criteria, any issues of problems encountered
Chapter 3: Findings:
outline the main resources /research papers you are focusing on & the provide an analysis and critique of these in a systematic, ordered way eg :use themes as headings or sub-headings
Chapter 4: Discussion and conclusions
0 – 30 F
Relevance No relevant points or issues covered Mostly irrelevant Considerable parts irrelevant Considerable parts relevant Mostly relevant Covers all relevant points/issues Reasons/justifies
Understanding Little or no Limited Variable Reasonable Sound Extensive Original/creative
Depth Insufficient depth Superficial Mainly superficial, limited deeper exploration Some points explored deeply Most points explored deeply Deep exploration of all points Critical analysis/
Development of argument/ analysis and evaluation
No analysis or evaluation
Limited analysis/ evaluation Variable analysis/ evaluation Reasonable analysis/ evaluation Sound analysis/ evaluation Extensive Critical/analytical/original
Evidence of wider reading No evidence Limited Some Numerous examples Wide ranging Extensive Extends scope of work
Use of evidence to support statements/
Arguments None used Limited use of references to support argument Some use of references to support argument Variable use of references to support argument References mostly well used to support argument Comprehensive Critical analysis/
Structure No clear structure - cannot be followed Limited – difficult to follow throughout Some – difficult to follow in parts Reasonable – can mostly be followed Sound – can be followed Organised – easy to follow Interesting/
Referencing No referencing Referencing incorrect Significant errors/omissions Some errors and/or omissions References generally cited correctly with few errors/
omissions References correctly cited Professional standard
Illustrations and tables Absent/ irrelevant Confusing/
Do not support work
Partially support work Clarify work Enhance work Extend scope of work
Presentation Does not conform to guidelines Limited conformity to guidelines Some conformity to guidelines Variable conformity to guidelines Mostly conforms to guidelines Fully conforms Extend scope of work
Written communication (including grammar, spelling, sentence and paragraph construction) Many errors, text cannot be followed Frequent, major errors – text difficult to follow Frequent errors – impairs readability Occasional errors – text mainly clear Few minor errors – text clear No errors Enhanced readability/comprehension
Lesson Plan Activities for Two and Four-Years-Olds
Lesson Plan Activities for Two and Four-Year-Olds
One of the most important aspects that ensure classroom goals and objectives are met is an effective lesson plan. Tutors are therefore tasked with developing a lesson plan that accommodates all students irrespective of their diversity such as gender, race, ethnicity or race. Key elements in a lesson plan particularly that of young students are the group activities and learning materials (Duncan & Magnuson, 2013). These things must be considered as well as student’s evaluation to ascertain that the objectives have been met. This lesson plan is on two and four-year-old students for a period of one week. Key factor put into consideration while developing these activities is language comprehension.
The group activities follow a specific format which is students entering the classroom, settling down, group tasks, playing and going home. The first thing in the morning is entering the classroom where they will line up outside the door one by one they enter singing a song while mentioning their names, gender, and age. As they proceed to their sitting positions, they will use gestures to point out their desks as they say “I sit here.” Next, is getting settled where the classroom activities will begin. These will include songs, alphabet fishing, sorting, matching, numbers, and clean-up (Mayesky, 2014). The songs will vary according to the teacher’s and student’s preferences. At this point, since the songs are many, every student will lead a particular song while standing in front of the classroom. The alphabet fishing activity involves students imitating the fishing action, and upon selecting a particular fish, the student will mention the color of it such as “There is a blue fish.” In sorting, the students will use balls and containers to group similar objects. In the matching activity which is similar to sorting, the students will take cut pictures of animals, numbers, alphabets or a combination and place them in a position that reflects on identity. Another group task is clean up of the tables where the students will again use matching to place the materials in the same basket for the following day. Ensuring regular breaks for short calls and meals is important. Considering playing, various games will be introduced to the student such as songs in circles and games that touch on a particular aspect such as numbers and animals. Finally, the students will go home, and as they walk to the bus, they will sing a goodbye song.
Various materials are used for various activities. In the songs, a music player with recorded tracks is used for students to sing along. Some of the songs here include hymns which are centered on Bible stories. Alphabets, pictures, and numbers use cut and printed materials such as papers and plastics (Harwell & Jackson, 2014). During the fishing activity, a wooden pole with a string and a magnet at the end is used. The pictures also have a small magnet at the mouth part. There will also be charts with specific prints such as alphabets, numbers, animals and cars. During playing, materials used include pebbles, ladder, swings, and toys.
Every activity has a specific objective. However, they are all centered on enhancing the child’s language and pronunciation. For the entering songs, it is aimed at promoting the student knowledge about their name, age, and gender while distinguishing the latter two. Similarly, other songs are used to enhance their memory as they recite the songs daily (Mayesky, 2014). In the matching, numbering, sorting and fishing, besides promoting the student’s knowledge of the alphabets and numbers, it is an early introduction of wording, and sums while promoting their memory. The games are used to keep the students active. Standing in front of the class to lead a song is aimed at boosting the child’s confidence.
At the end of the week, every student will undertake an informal test. This will include matching where they will relate various aspects on printed paper through pointing. Next is alphabets and numbers identification where they will mention a particular alphabet and number written by the teacher. No major assessment as the main factors put in consideration in this lesson are talking and pronunciations.
For the four-year-old students, week-long activities will include songs as they enter and leave the classroom, identification of names, numbers, and alphabets, molding, vocabulary words, matching, story times, playing, art and writing. The songs are both as the student enter and leave the classroom and also music sessions for hymns and others that touch on alphabets, numbers or environment-related aspects (Leech, McNaughton & Timperio, 2014). In molding, the students are taught on making a specific shape or object using plasticine. In the identification of names, numbers, and alphabets, the students will use activities such as sorting and fishing while stating the selected printed item. In matching, the students will relate similar pictures in regards to alphabets, numbers or animals. During storytelling, the teacher will narrate various tales to the student who will also do the same to their colleagues. Playing will include jump ropes, ladders, swings, and music related games. In art, it will involve drawing and painting according to the specification of the teacher such as color. The students will also be writing numbers, alphabets and names while learning sentence construction.
For the alphabets, numbers, and names, they will be printed on cut pieces of paper or plastics. Plasticine will be used for the molding. The painting activity will make use of pencils, crayons, and papers. A music player with audio tracks and recorded narrations will also be used for songs and storytelling sessions. For alphabets and numbers fishing activity, it will make use of magnets and fishing wood and string to imitate the action. Pebbles will be used for matching and sorting. For playing activity, jump ropes, parachutes, toys, ladders and swings will be used. For the number, names, and letters, printed charts are displayed in the classroom, and a wooden stick is used to point them out.
Objectives of the activities
In fishing, sorting and matching, the student will be able to identify and name the specific elements. Further, they will be able to identify and name various environmental aspects such as animals. They will also identify specific letters in their names while demonstrating an understanding of vocabulary and words in conversations while enhancing their writing skills. Storytelling and music are used to improve the students’ memory, and pronunciation, as well as the construction of sentences (Csikszentmihalyi & Wolfe, 2014) Storytelling, is also essential in enhancing the student’s confidence and interaction with their classmates. Games will be important to enhance student’s interaction and boost their physical activity. For art which entails drawing and printing, it is aimed at boosting the child’s memory and creativity.
Assessment for four-year-olds will be based on the student’s ability to recognize letters, numbers, and names while pronouncing and writing theirs. Another assessment is drawing and printing of various shapes and objects as directed by the teacher (Tamis-LeMonda et al., 2017). Painting, in this case, will involve color selection and coloring without going beyond the borders. The students will also be tested for matching letters and alphabets and filling out the missing elements in an arrangement. Sousa (2016) suggests that these assessments are used to test the student’s memory.
Csikszentmihalyi, M., & Wolfe, R. (2014). New conceptions and research approaches to creativity: Implications of a systems perspective for creativity in education. In The systems model of creativity (pp. 161-184). Springer Netherlands.
Duncan, G. J., & Magnuson, K. (2013). Investing in preschool programs. The Journal of Economic Perspectives, 27(2), 109-132.
Harwell, J. M., & Jackson, R. W. (2014). The complete learning disabilities handbook: Ready-to-use strategies and activities for teaching students with learning disabilities. John Wiley & Sons.
Leech, R. M., McNaughton, S. A., & Timperio, A. (2014). The clustering of diet, physical activity and sedentary behavior in children and adolescents: a review. International Journal of Behavioral Nutrition and Physical Activity, 11(1), 4.
Mayesky, M. (2014). Creative Activities and Curriculum for young children. Cengage Learning.
Sousa, D. A. (2016). How the brain learns. Corwin Press.
Tamis‐LeMonda, C. S., Kuchirko, Y., Luo, R., Escobar, K., & Bornstein, M. H. (2017). Power in methods: language to infants in structured and naturalistic contexts. Developmental Science.