ADDITIONAL DOCUMENTS
2nd assessment
Poos and wees
The passive voice
Pasive subject + TO BE + PARTICIPLE + complements
Examples:
a) Recors are broken every four years in the Olympics (Cada cuatro años se baten records en los Juegos Olímpicos).
b) A numbre of terms are used to describe these ailments (Se utilizan una serie de términos para describir estas enfermedades).
3rd assessment
| | ||||||||||||
| Europass Curriculum Vitae | ||||||||||||
| Personal information | ||||||||||||
| First name(s) / Surname(s) | Ana María García-Forés | |||||||||||
| Address | José Iturbi 13, 46950 Xirivella (Valencia) (Spain) | |||||||||||
| Telephone(s) | +34 961330867 (personal) | Mobile | +34 680561036 (personal) | |||||||||
| E-mail(s) | anatoska81@gmail.com | |||||||||||
| Nationality | Spanish | |||||||||||
| Date of birth | 12/01/1981 | |||||||||||
| Gender | Female | |||||||||||
| Desired employment / Occupational field | Nursery school | |||||||||||
| Work experience | ||||||||||||
| Dates | 01/02/2010 - 22/06/2010 | |||||||||||
| Occupation or position held | Free time instructor | |||||||||||
| Name and address of employer | Naturdiver Maestro Rodrigo 48, 46015 Valencia (Spain) | |||||||||||
| Type of business or sector | Education | |||||||||||
| Dates | 14/10/2009 - 23/06/2010 | |||||||||||
| Occupation or position held | Free time instructor | |||||||||||
| Name and address of employer | Coperativa Castell Valencia (Spain) | |||||||||||
| Type of business or sector | Education | |||||||||||
| Dates | 05/05/2000 - 31/12/2008 | |||||||||||
| Occupation or position held | Store inspector | |||||||||||
| Main activities and responsibilities | Management of staff | |||||||||||
| Name and address of employer | Autoservicios DIA S.A. Ramón Muntaner 3, 46950 Xirivella (Valencia) (Spain) | |||||||||||
| Type of business or sector | Accommodation and food service activities | |||||||||||
| Education and training | ||||||||||||
| Dates | 22/09/2010 → | |||||||||||
| Title of qualification awarded | Early Years Fundation Stage higher technician (EYFS) | |||||||||||
| Name and type of organisation providing education and training | Instituto Faitanar (Public) Xiquet de Quart 2, 46930 Quart de Poblet (Spain) | |||||||||||
Dates | ||||||||||||
| Title of qualification awarded | 01/06/2000 - 01/06/2000 | |||||||||||
| Name and type of organisation providing education and training | Grau Mitjà de Valencià | |||||||||||
| Conselleria de Educació i Ciència (Oficial) Valencia (Spain) | ||||||||||||
| Dates | ||||||||||||
| Title of qualification awarded | 03/11/2009 → | |||||||||||
| Principal subjects / occupational skills covered | Título Oficial de Inglés | |||||||||||
| Name and type of organisation providing education and training | Nowadays studing the 2nd year of Basic level | |||||||||||
| Escuela Oficial de Idiomas (Oficial) Xiquet de Quart, 46930 Quart de Poblet (Spain) | ||||||||||||
| Dates | ||||||||||||
| Title of qualification awarded | 01/01/2009 - 30/07/2009 | |||||||||||
| Principal subjects / occupational skills covered | Title of Free Time Instructor | |||||||||||
| Name and type of organisation providing education and training | Monitor de Tiempo Libre Infantil y Juvenil | |||||||||||
| Senabre (Oficial) Llosa de ranes, Valencia (Spain) | ||||||||||||
| Personal skills and competences | ||||||||||||
| Mother tongue(s) | ||||||||||||
| Spanish / Castilian | ||||||||||||
| Other language(s) | ||||||||||||
| Self-assessment | ||||||||||||
| European level (*) | Understanding | Speaking | W r i t i n g | |||||||||
| Catalan / Valencian | Listening | Reading | Spoken interaction | Spoken production | ||||||||
| English | C2 | Proficient user | C2 | Proficient user | C2 | Proficient user | C2 | Proficient user | C2 | Proficient user | ||
| B1 | Independent user | B2 | Independent user | A2 | Basic User | B1 | Independent user | B1 | Independent user | |||
| Social skills and competences | ||||||||||||
| - Deal with children (personal skill) - Open minded - Creative | ||||||||||||
| Organisational skills and competences | ||||||||||||
| - Experience in work groups acquired through work - Sense of organization acquired through work | ||||||||||||
| Technical skills and competences | ||||||||||||
| - Management of the accounts and staff organization acquired through work | ||||||||||||
| Computer skills and competences | ||||||||||||
| - Good command of Microsoft Office tools (Word, Excel, Power Point) | ||||||||||||
| Artistic skills and competences | ||||||||||||
| - Handicrafts - Dancing - Entertainment | ||||||||||||
| Other skills and competences | ||||||||||||
| - Skiing - Skating - Cycling | ||||||||||||
| Driving licence(s) | ||||||||||||
| B | ||||||||||||
Módulo Profesional: Inglés Técnico Superior
Primer Curso. Duración: 96 horas
Resultados de aprendizaje y criterios de evaluación
1. Reconoce información profesional y cotidiana contenida en todo tipo de discursos orales emitidos por cualquier medio de comunicación en lengua estándar, interpretando con precisión el contenido del mensaje.
Criterios de evaluación:
a) Se ha identificado la idea principal del mensaje.
b) Se ha reconocido la finalidad de mensajes radiofónicos y de otro material grabado o retransmitido pronunciado en lengua estándar identificando el estado de ánimo y el tono del hablante.
c) Se ha extraído información de grabaciones en lengua estándar relacionadas con la vida social, profesional o académica.
d) Se han identificado los puntos de vista y las actitudes del hablante.
e) Se han identificado las ideas principales de declaraciones y mensajes sobre temas concretos y abstractos, en lengua estándar y con un ritmo normal.
f) Se ha comprendido con todo detalle lo que se le dice en lengua estándar, incluso en un ambiente con ruido de fondo.
g) Se han extraído las ideas principales de conferencias, charlas e informes, y otras formas de presentación académica y profesional lingüísticamente complejas.
h) Se ha tomado conciencia de la importancia de comprender globalmente un mensaje, sin entender todos y cada uno de los elementos del mismo.
2. Interpreta información profesional contenida en textos escritos complejos, analizando de forma comprensiva sus contenidos.
Criterios de evaluación:
a) Se ha leído con un alto grado de independencia, adaptando el estilo y la velocidad de la lectura a distintos textos y finalidades y utilizando fuentes de referencia apropiadas de forma selectiva.
b) Se ha interpretado la correspondencia relativa a su especialidad, captando fácilmente el significado esencial.
c) Se han interpretado, con todo detalle, textos extensos y de relativa complejidad, relacionados o no con su especialidad, siempre que pueda volver a leer las secciones difíciles.
d) Se ha relacionado el texto con el ámbito del sector a que se refiere.
e) Se ha identificado con rapidez el contenido y la importancia de noticias, artículos e informes sobre una amplia serie de temas profesionales y decide si es oportuno un análisis más profundo.
f) Se han realizado traducciones de textos complejos utilizando material de apoyo en caso necesario.
g) Se han interpretado mensajes técnicos recibidos a través de soportes telemáticos: correo electrónico, fax.
h) Se han interpretado instrucciones extensas y complejas, que estén dentro de su especialidad.
3. Emite mensajes orales claros y bien estructurados, analizando el contenido de la situación y adaptándose al registro lingüístico del interlocutor.
Criterios de evaluación:
a) Se han identificado los registros utilizados para la emisión del mensaje.
b) Se ha expresado con fluidez, precisión y eficacia sobre una amplia serie de temas generales, académicos, profesionales o de ocio, marcando con claridad la relación entre las ideas.
c) Se ha comunicado espontáneamente, adoptando un nivel de formalidad adecuado a las circunstancias.
d) Se han utilizado normas de protocolo en presentaciones formales e informales.
e) Se ha utilizado correctamente la terminología de la profesión.
f) Se han expresado y defendido puntos de vista con claridad, proporcionando
explicaciones y argumentos adecuados.
g) Se ha descrito y secuenciado un proceso de trabajo de su competencia.
h) Se ha argumentado con todo detalle, la elección de una determinada opción o procedimiento de trabajo elegido.
i) Se ha solicitado la reformulación del discurso o parte del mismo cuando se ha considerado necesario.
4. Elabora documentos e informes propios del sector o de la vida académica y cotidiana, relacionando los recursos lingüísticos con el propósito del mismo.
Criterios de evaluación:
a) Se han redactado textos claros y detallados sobre una variedad de temas relacionados con su especialidad, sintetizando y evaluando información y argumentos procedentes de varias fuentes.
b) Se ha organizado la información con corrección, precisión, coherencia y cohesión, solicitando y/ o facilitando información de tipo general o detallada.
c) Se han redactado informes, destacando los aspectos significativosy ofreciendo detalles relevantes que sirvan de apoyo.
d) Se ha cumplimentado documentación específica de su campo profesional.
e) Se han aplicado las fórmulas establecidas y el vocabulario específico en la cumplimentación de documentos.
f) Se han resumido artículos, manuales de instrucciones y otros documentos escritos, utilizando un vocabulario amplio para evitar la repetición frecuente.
g) Se han utilizado las fórmulas de cortesía propias del documento a elaborar.
5. Aplica actitudes y comportamientos profesionales en situaciones de comunicación, describiendo las relaciones típicas características del país de la lengua extranjera.
Criterios de evaluación:
a) Se han definido los rasgos más significativos de las costumbres y usos de la comunidad donde se habla la lengua extranjera.
b) Se han descrito los protocolos y normas de relación social propios del país.
c) Se han identificado los valores y creencias propios de la comunidad donde se habla la lengua extranjera.
d) Se ha identificado los aspectos socio-profesionales propios del sector, en cualquier tipo de texto.
e) Se han aplicado los protocolos y normas de relación social propios del país de la lengua extranjera.
f) Se han reconocido los marcadores lingüísticos de la procedencia regional.
Contenidos
Análisis de mensajes orales:
– Comprensión de mensajes profesionales y cotidianos.
– Mensajes directos, telefónicos, radiofónicos, grabados.
– Terminología específica del sector
– Ideas principales y secundarias.
– Recursos gramaticales: Tiempos verbales, preposiciones, locuciones,expresión de la condición y duda, uso de la voz pasiva, oraciones de relativo, estilo indirecto, verbos modales...
– Otros recursos lingüísticos: acuerdos y desacuerdos, hipótesis y especulaciones, opiniones y consejos, persuasión y advertencia.
– Diferentes acentos de lengua oral.
Interpretación de mensajes escritos:
– Comprensión de mensajes, textos, artículos básicos profesionales y cotidianos:
– Soportes telemáticos: fax, correo electrónico, burofax.
– Terminología específica del sector.
– Ideas principales e ideas secundarias.
– Recursos gramaticales: Tiempos verbales, preposiciones, phrasal verbs, I wish + pasado simple o perfecto, I wish + would, If only; uso de la voz pasiva, oraciones de relativo, estilo indirecto, verbos modales.....
– Relaciones lógicas: oposición, concesión, comparación, condición,causa, finalidad, resultado.
– Relaciones temporales: anterioridad, posterioridad, simultaneidad.
Producción de mensajes orales:
– Mensajes orales:
– Registros utilizados en la emisión de mensajes orales.
– Terminología específica del sector.
– Recursos gramaticales: Tiempos verbales, preposiciones, phrasal verbs, locuciones, expresión de la condición y duda, uso de la voz pasiva, oraciones de relativo, estilo indirecto, verbos modales...
– Otros recursos lingüísticos: acuerdos y desacuerdos, hipótesis y especulaciones, opiniones y consejos, persuasión y advertencia.
– Fonética. Sonidos y fonemas vocálicos y sus combinaciones y sonidos y fonemas consonánticos y sus agrupaciones.
– Marcadores lingüísticos de relaciones sociales, normas de cortesía y diferencias de registro.
– Mantenimiento y seguimiento del discurso oral:
– Toma, mantenimiento y cesión del turno de palabra.
– Apoyo, demostración de entendimiento, petición de aclaración, etc.
– Entonación como recurso de cohesión del texto oral: uso de los patrones de entonación.
Emisión de textos escritos:
– Expresión y cumplimentación de mensajes y textos profesionales y cotidianos.
– Currículum vitae y soportes telemáticos: fax, correo electrónico, burofax.
– Terminología específica del sector.
– Idea principal y secundarias.
– Recursos gramaticales: Tiempos verbales, preposiciones, phrasal verbs, verbos modales, locuciones, uso de la voz pasiva, oraciones de relativo, estilo indirecto.
– Relaciones lógicas: oposición, concesión, comparación, condición, causa, finalidad, resultado.
– Have something done.
– Nexos: although, even if, in spite of, despite, however, in contrast…
– Derivación: sufijos para formar adjetivos y sustantivos.
– Relaciones temporales: anterioridad, posterioridad, simultaneidad.
– Coherencia textual:
– Adecuación del texto al contexto comunicativo.
– Tipo y formato de texto.
– Variedad de lengua. Registro.
– Selección léxica, de estructuras sintácticas y de contenido relevante.
– Inicio del discurso e introducción del tema. Desarrollo y expansión: ejemplificación, conclusión y resumen del discurso.
– Uso de los signos de puntuación.
Identificación e interpretación de los elementos culturales más significativos de los países de lengua inglesa:
– Valoración de las normas socioculturales y protocolarias en las relaciones internacionales.
– Uso de los recursos formales y funcionales en situaciones que requieren un comportamiento socioprofesional con el fin de proyectar una buena imagen de la empresa.
– Reconocimiento de la lengua extranjera para profundizar en conocimientos que resulten de interés a lo largo de la vida personal y profesional.
– Uso de registros adecuados según el contexto de la comunicación, el interlocutor y la intención de los interlocutores.
Orientaciones pedagógicas
Este módulo contiene la formación necesaria para el desempeño de actividades relacionadas con el sector.
La gestión en el sector incluye el desarrollo de los procesos relacionados y el cumplimiento de procesos y protocolos de calidad, todo ello en lengua inglesa.
La formación del módulo contribuye a alcanzar los objetivos generales del ciclo formativo y la competencia general del título.
Las líneas de actuación en el proceso de enseñanza-aprendizaje que permiten alcanzar los objetivos del módulo, versarán sobre:
– La descripción, análisis y aplicación de los procesos de comunicación utilizando el inglés.
– La caracterización de los procesos del sector en inglés.
– Los procesos de calidad en la empresa, su evaluación y la identificación y formalización de documentos asociados a la gestión en el sector.
– La identificación, análisis y procedimientos de actuación ante situaciones imprevistas (quejas, reclamaciones...), en inglés
| WORK | MARK |
| About my teacher | 8 |
| Classworks | |
| Pitta Patta Day Nursery | 10 |
| Stages of Human Development | 7 |
| Quadruplets | 10 |
| Vocabulary | |
| Baby's vocabulary exam 1 | 9 |
| Baby's vocabulary exam 2 | 10 |
| Notebook | |
| Songs | |
| Head Shoulders Knees and toes | 10 |
| Pat a cake | 9 |
| Europass (CV) | 10 |
| Blog | 10 |
| Blog Edition | 10 |
| Blog Contents | 10 |
2nd assessment
| WORK | MARK |
| Classworks | |
| Changing nappies (oral) | 8 |
| Changing nappies (translation) | 12 |
| Comparatives and suffixes | 10 |
| Passive voice | 10 |
| Vocabulary | |
| Human body´s vocabulary exam 1 | 8 |
| Notebook | 10 |
| Songs | |
| Incy wincy spyder | 7 |
| Blog | 10 |
3rd assessment
| WORK | MARK |
| Classworks | |
| Prepositions | 10 |
| Royal Wedding | 9 |
| BBC World News | 9 |
| Nutrition | 10 |
| Delta Electronics dialogues | 8,6 |
| A thanks you letter | 8 |
| English Central | 8 |
| Vocabulary | |
| Food | 8,6 |
| Two words vocabulary | 10 |
| Notebook | |
| Blog | |
Work about my teacher
Questions:
1- What´s your name?
2- Are you married?
3- What´s your favourite food?
4- What´s your favourite book?
5- Have you got any children?
6- Do you like beach?
7- Where are you from?
8- Have you got any pet?
9- How old are you?
10- Do you read the newspaper?
11- How many hours do you watch TV?
12- What´s your number shoe size?
13- Have you got any car?
14- Do you like coffee with milk?
15- Do you like sport?
Some answers:
His name is Vicente.
He is single.
He hasn´t got any children.
He lives in Cabañal, Valencia.
He has got a lizard.
He is fifty-two years old. He doesn´t look 52.
He reads Levante and Daily Mail.
His number shoe size is forty-one.
He hasn´t got a car but he has got a motorbike.
He likes tea.
He likes climbing, yoga and riding by bicycle.
He has got facebook but he uses other name.
He has got dozen of friends.
He tells some lies.
Your favourite singer is Rocío Jurado.
Your favourite music is heavy metal, Arcade Fire and classic.
His hobby is repair motorbikes.
He has got four sisters. Their names are Maribel, María Dolores, Rosa María…
He speaks English, Spanish, Valenciano and a little French.
He doesn´t smoke.
He likes cinema.
He likes chocolate especial 78% cocoa.
He doesn´t like TV.
He likes sponge Bob squarepants.
He isn´t wearing glasses.
REPORT ON MY WONDERFUL TEACHER: VICENTE
His name is Vicente. He is my English teacher.
He is fifty-two years old but he doesn´t look fifty-two.
He lives in Valencia.
He is single and he hasn`t got any children.
He has got four sisters. Their names are Maribel, María Dolores, Rosa María and … I don´t remember the other name.
He doesn´t like coffee. He likes tea.
He likes climbing, yoga and riding by bicycle.
He doesn´t smoke.
He doesn´t like TV but he likes cinema.
He speaks Valencià, Spanish, English and a little French.
His hobby is repair motorbikes. He loves motorbikes. He has got two motorbikes. The make of a motorbike is Triumph and the other one is on nineteen thirty-three.
He hasn´t got any car.
Words
Pitta Patta Day Nursery
Questions about pitta patta:
1) What is wrong with pitata patta?
To further improve the early years provision the registered person should:
* develop the system for the self evaluation and monitoring of the service so that areas for improvement can be clearly prioritised to further improve outcomes for children.
* Ensure details are kept of the date on which CRB disclosures were obtained.
CRB: Criminal Records Bureau (oficina de antecedentes penales)
2) Tell me about PULSES:
In the pre-school, children's comunication, language and literacy skills are developing. During group sesions children are encouraged to listen to one another as they discuss their evening meal. Whilst participating in activities children are encouraged to share and take turns. A large container with diferent types of pasta, and pulses such as lentils and back eye beans, are available for children to explore using sieves, measuring spoons, tongs and small dishes. The practitioner encourages children's language skills by asking open ended questions and giving children time to respond and decide what they want to say.
NORMAL STAGES OF HUMAN DEVELOPMENT (BIRTH TO 5 YEARS)
In the emotional area, a baby between ten and twelve months shows anger, affection and fear of strangers. He likes curiosity and to explore objetcs.
Quadruplets
Questions:
1 What do the quadruplets' parents do ?
2 What are the girls' favourite games ?
3 What happened on their first day at school ?
4 (Bonus question) What's the problem with the bathroom ?
1- Mrs Carles is a housing valuations manager and her husband is a landscaping products manager.
2- The girls' favourite games involve dressing up, computers and digging in the garden of their four-bedroom home.
3- The quadruplnets were "very excited" and there were no tears at the gate when they started school.
4- On the one hand if the quadruplets go all together at the bathroom, they take up too much space, on the other when they grow up , the bathroom will always be busy.
.
2nd Assessment
Published on www.standards.dfes.gov.uk/NationalStrategies 27-Oct-2010
4 Areas of Learning and Development
THE NATIONAL STRATEGIES
AREAS OF LEARNING AND DEVELOPMENT
Introduction
The EYFS is made up of six areas of Learning and Development. All areas of Learning and Development are
connected to one another and are equally important. All areas of Learning and Development are underpinned by theprinciples of the EYFS.The areas of Learning and Development are:
• Personal, Social and Emotional Development
• Communication, Language and Literacy
• Problem Solving, Reasoning and Numeracy
• Knowledge and Understanding of the World
• Physical Development
• Creative Development.
Learning and Development
• The six areas of Learning and Development together make up the skills, knowledge and experiences
appropriate for babies and children as they grow, learn and develop.
• Although these are presented as separate areas, it is important to remember that for children everything links
and nothing is compartmentalised.
• The challenge for practitioners is to ensure that children's learning and development occur as an outcome of
their individual interests and abilities and that planning for learning and development takes account of these.
Effective Practice
Each area of Learning and Development card shows how settings can effectively implement that particular area by ensuring that children have appropriate experiences and are supported by:
• Positive Relationships
• Enabling Environments
Requirements
There are separate requirements for each area of Learning and Development shown in 'Requirements' on each of the areas of Learning and Development cards. The requirements set out what practitioners must provide in order to support babies' and children's development and learning in each aspect and area of Learning and Development of the EYFS.
Personal, Social and Emotional Development
Published on www.standards.dfes.gov.uk/NationalStrategies 27-Oct-2010
A) Personal, Social and Emotional Development
Requirements
Children must be provided with experiences and support which will help them to develop a positive sense of themselves and of others; respect for others; social skills; and a positive disposition to learn. Providers must ensure support for children's emotional well-being to help them to know themselves and what they can do. Aspects of Personal, Social and Emotional Development
Personal, Social and Emotional Development is made up of the following aspects:
Dispositions and Attitudes – is about how children become interested, excited and motivated about their learning.
Self-confidence and Self-esteem – is about children having a sense of their own value and understanding the need for sensitivity to significant events in their own and other people's lives.
Making Relationships– is about the importance of children forming good relationships with others and working alongside others companionably.
Behaviour and Self-control – is about how children develop a growing understanding of what is right and wrong and why, together with learning about the impact of their words and actions on themselves and others.
Self-care – is about how children gain a sense of self-respect and concern for their own personal hygiene and care and how they develop independence.
Sense of Community – is about how children understand and respect their own needs, views, cultures and beliefs and those of other people.
What Personal, Social and Emotional Development means for children
• For children, being special to someone and well cared-for is vital for their physical, social and emotional health and well-being.
• Being acknowledged and affirmed by important people in their lives leads to children gaining confidence and
inner strength through secure attachments with these people.
• Exploration within close relationships leads to the growth of self-assurance, promoting a sense of belonging
which allows children to explore the world from a secure base.
• Children need adults to set a good example and to give them opportunities for interaction with others so that
they can develop positive ideas about themselves and others.
• Children who are encouraged to feel free to express their ideas and their feelings, such as joy, sadness, frustration and fear, can develop strategies to cope with new, challenging or stressful situations.
B) Communication, Language and Literacy ommunication, Language and Literacy
Requirements
Children's learning and competence in communicating, speaking and listening, being read to and beginning to read and write must be supported and extended. They must be provided with opportunity and encouragement to use their skills in a range of situations and for a range of purposes, and be supported in developing the confidence and disposition to do so.
Aspects of Communication, Language and Literacy
Communication, Language and Literacy is made up of the following aspects:
Language for Communication – is about how children become communicators. Learning to listen and speak emerges out of non-verbal communication, which includes facial expression, eye contact and hand gesture. These skills develop as children interact with others, listen to and use language, extend their vocabulary and experience stories, songs, poems and rhymes.
Language for Thinking – is about how children learn to use language to imagine and recreate roles and experiences and how they use talk to clarify their thinking and ideas or to refer to events they have observed or are curious about.
Linking Sounds and Letters – is about how children develop the ability to distinguish between sounds and become familiar with rhyme, rhythm and alliteration. They develop understanding of the correspondence between spoken and written sounds and learn to link sounds and letters and use their knowledge to read and write simple words by sounding out and blending.
Reading – is about children understanding and enjoying stories, books and rhymes, recognising that print carries meaning, both fiction and fact, and reading a range of familiar words and simple sentences.
Writing – is about how children build an understanding of the relationship between the spoken and written word and how through making marks, drawing and personal writing children ascribe meaning to text and attempt to write for various purposes.
Handwriting – is about the ways in which children's random marks, lines and drawings develop and form the basis of recognisable letters.
What Communication, Language and Literacy means for children
• To become skilful communicators, babies and young children need to be with people with whom they have warm and loving relationships, such as their family or carers and, in a group situation, a key person whom they know and trust.
• Babies respond differently to different sounds and from an early age are able to distinguish sound patterns. They use their voices to make contact and to let people know what they need and how they feel. They learn to talk by being talked to.
• All children learn best through activities and experiences that engage all the senses. Music, dance, rhymes and songs support language development.
• As children develop speaking and listening skills they build the foundations for literacy, for making sense of visual and verbal signs and ultimately for reading and writing. Children need varied opportunities to interact with others and to use a wide variety of resources for expressing their understanding, including mark-making, drawing, modelling, reading and writing.
C) PSRN (Problem Solving, Reasoning and Numeracy)
roblem solving, reasoning and numeracy (PSRN)
Requirements
Children must be supported in developing their understanding of problem solving, reasoning and numeracy (PSRN) in a broad range of contexts in which they can explore, enjoy, learn, practise and talk about their developing understanding. They must be provided with opportunities to practise and extend their skills in these areas and to gain confidence and competence in their use.
Aspects of PSRN (Problem Solving, Reasoning and Numeracy)
PSRN is made up of the following aspects:
Numbers as labels and for counting – is about how children gradually know and use numbers and counting in play, and eventually recognise and use numbers reliably, to develop mathematical ideas and to solve problems.
Calculating – is about how children develop an awareness of the relationship between numbers and amounts and know that numbers can be combined to be 'added together' and can be separated by 'taking away' and that two or more amounts can be compared.
Shape, space and measures – is about how through talking about shapes and quantities, and developing appropriate vocabulary, children use their knowledge to develop ideas and to solve mathematical problems.
What (PSRN) means for children
• Babies' and children's mathematical development occurs as they seek patterns, make connections and
recognise relationships through finding out about and working with numbers and counting, with sorting and
matching and with shape, space and measures.
• Children use their knowledge and skills in these areas to solve problems, generate new questions and make
connections across other areas of Learning and Development.
D) Knowledge and Understanding of the World ding of the World
Requirements
Children must be supported in developing the knowledge, skills and understanding that help them to make sense of the world. Their learning must be supported through offering opportunities for them to use a range of tools safely; encounter creatures, people, plants and objects in their natural environments and in real-life situations; undertake practical 'experiments'; and work with a range of materials.
Aspects of Knowledge and Understanding of the World
Knowledge and Understanding of the World is made up of the following aspects:
Exploration and Investigation – is about how children investigate objects and materials and their properties, learn about change and patterns, similarities and differences, and question how and why things work.
Designing and Making – is about the ways in which children learn about the construction process and the tools and techniques that can be used to assemble materials creatively and safely.
ICT – is about how children find out about and learn how to use appropriate information technology such as computers and programmable toys that support their learning.
Time – is about how children find out about past and present events relevant to their own lives or those of their families.
Place – is about how children become aware of and interested in the natural world, and find out about their local area, knowing what they like and dislike about it.
Communities – is about how children begin to know about their own and other people's cultures in order to understand and celebrate the similarities and differences between them in a diverse society.
What Knowledge and Understanding of the World means for children
• Babies and children find out about the world through exploration and from a variety of sources, including their families and friends, the media, and through what they see and hear.
• Babies and children need regular opportunities to learn about different ways of life, to be given accurate information and to develop positive and caring attitudes towards others.
• Children should be helped to learn to respect and value all people and learn to avoid misapprehensions and negative attitudes towards others when they develop their Knowledge and Understanding of the World.
• Children should be involved in the practical application of their knowledge and skills which will promote selfesteem through allowing them to make decisions about what to investigate and how to do it.
E) Physical Development Physical Development
Requirements
The physical development of babies and young children must be encouraged through the provision of opportunities for them to be active and interactive and to improve their skills of coordination, control, manipulation and movement. They must be supported in using all of their senses to learn about the world around them and to make connections between new information and what they already know. They must be supported in developing an understanding of the importance of physical activity and making healthy choices in relation to food.
Aspects of Physical Development
Physical Development is made up of the following aspects:
Movement and Space – is about how children learn to move with confidence, imagination and safety, with an
awareness of space, themselves and others.
Health and Bodily Awareness – is about how children learn the importance of keeping healthy and the factors that contribute to maintaining their health.
Using Equipment and Materials – is about the ways in which children use a range of small and large equipment.
What Physical Development means for children
• Babies and children learn by being active and Physical Development takes place across all areas of Learning
and Development.
• Physical Development helps children gain confidence in what they can do.
• Physical Development enables children to feel the positive benefits of being healthy and active.
• Physical Development helps children to develop a positive sense of well-being.
• Good health in the early years helps to safeguard health and well-being throughout life. It is important that children develop healthy habits when they first learn about food and activity. Growing with appropriate weight gain in the first years of life helps to guard against obesity in later life.
F) Creative Development
Requirements
Children's creativity must be extended by the provision of support for their curiosity, exploration and play. They must be provided with opportunities to explore and share their thoughts, creativity, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative and role-play activities, mathematics, and design and technology.
Aspects of Creative Development
Creative Development is made up of the following aspects:
Being Creative – Responding to Experiences, Expressing and Communicating Ideas – is about how childrenrespond in a variety of ways to what they see, hear, smell, touch or feel and how, as a result of these encounters, they express and communicate their own ideas, thoughts and feelings.
Exploring Media and Materials – is about children's independent and guided exploration of and engagement with a widening range of media and materials, finding out about, thinking about and working with colour, texture, shape, space and form in two and three dimensions.
Creating Music and Dance – is about children's independent and guided explorations of sound, movement and music. Focusing on how sounds can be made and changed and how sounds can be recognised and repeated from a pattern, it includes ways of exploring movement, matching movements to music and singing simple songs from memory.
Developing Imagination and Imaginative Play – is about how children are supported to develop and build their imaginations through stories, role-plays, imaginative play, dance, music, design, and art.
What Creative Development means for children
• Creativity is about taking risks and making connections and is strongly linked to play.
• Creativity emerges as children become absorbed in action and explorations of their own ideas, expressing them through movement, making and transforming things using media and materials such as crayons, paints, scissors, words, sounds, movement, props and make-believe.
• Creativity involves children in initiating their own learning and making choices and decisions.
• Children's responses to what they see, hear and experience through their senses are individual and the way they represent their experiences is unique and valuable.
• Being creative enables babies and children to explore many processes, media and materials and to make new things emerge as a result.
Published on www.standards.dfes.gov.uk/NationalStrategies 27-Oct-2010
© 1997-2010 Crown Copyright
SUFFIXES
Nouns forming suffixes
-ness: condition of... (wittness)
-ing: activity (learning)
-ment: state (development)
-ion: action/state (introduction, communication)
-er: the person who... (practitioner)
-ship: condition/state (relationship)
Verbs forming suffixes
-ize/ised: (compartmentalised)
Adjetives forming suffixes
-al: having the quality of... (social, emotional, personal, physical)
-ive: having the quality of... (creative, positive, effective)
Adverbs forming suffixes-ly: adjetives transformed in adverbs (equally, effectively)
3rd Assessment
PREPOSITIONS
Prepositions – Time/Duration
| English | Usage | Example |
| · on | § days of the week | § on Monday |
| · in | § months / seasons § time of day § year § after a certain period of time (when?) | § in August / in winter § in the morning § in 2006 § in an hour |
| · at | § for night § for weekend § a certain point of time (when?) | § at night § at the weekend § at half past nine |
| · since | § from a certain point of time (past till now) | § since 1980 |
| · for | § over a certain period of time (past till now) | § for 2 years |
| · ago | § a certain time in the past | § 2 years ago |
| · before | § earlier than a certain point of time | § before 2004 |
| · to | § telling the time | § ten to six (5:50) |
| · past | § telling the time | § ten past six (6:10) |
| · to / till / until | § marking the beginning and end of a period of time | § from Monday to/till Friday |
| · till / until | § in the sense of how long something is going to last | § He is on holiday until Friday. |
| · by | § in the sense of at the latest § up to a certain time | § I will be back by 6 o’clock. § By 11 o'clock, I had read five pages. |
Prepositions – Place (Position and Direction)
| English | Usage | Example |
| · in | § room, building, street, town, country § book, paper etc. § car, taxi § picture, world | § in the kitchen, in London § in the book § in the car, in a taxi § in the picture, in the world |
| · at | § meaning next to, by an object § for table § for events § place where you are to do something typical (watch a film, study, work) | § at the door, at the station § at the table § at a concert, at the party § at the cinema, at school, at work |
| · on | § attached § for a place with a river § being on a surface § for a certain side (left, right) § for a floor in a house § for public transport § for television, radio | § the picture on the wall § London lies on the Thames. § on the table § on the left § on the first floor § on the bus, on a plane § on TV, on the radio |
| · by, next to, beside | § left or right of somebody or something | § Jane is standing by / next to / beside the car. |
| · under | § on the ground, lower than (or covered by) something else | § the bag is under the table |
| · below | § lower than something else but above ground | § the fish are below the surface |
| · over | § covered by something else § meaning more than § getting to the other side (also across) § overcoming an obstacle | § put a jacket over your shirt § over 16 years of age § walk over the bridge § climb over the wall |
| · above | § higher than something else, but not directly over it | § a path above the lake |
| · across | § getting to the other side (also over) § getting to the other side | § walk across the bridge § swim across the lake |
| · through | § something with limits on top, bottom and the sides | § drive through the tunnel |
| · to | § movement to person or building § movement to a place or country § for bed | § go to the cinema § go to London / Ireland § go to bed |
| · into | § enter a room / a building | § go into the kitchen / the house |
| · towards | § movement in the direction of something (but not directly to it) | § go 5 steps towards the house |
| · onto | § movement to the top of something | § jump onto the table |
| · from | § in the sense of where from | § a flower from the garden |
Other important Prepositions
| English | Usage | Example |
| · from | § who gave it | § a present from Jane |
| · of | § who/what does it belong to § what does it show | § a page of the book § the picture of a palace |
| · by | § who made it | § a book by Mark Twain |
| · on | § walking or riding on horseback § entering a public transport vehicle | § on foot, on horseback § get on the bus |
| · in | § entering a car / Taxi | § get in the car |
| · off | § leaving a public transport vehicle | § get off the train |
| · out of | § leaving a car / Taxi | § get out of the taxi |
| · by | § rise or fall of something § travelling (other than walking or horseriding) | § prices have risen by 10 percent § by car, by bus |
| · at | § for age | § she learned Russian at 45 |
| · about | § for topics, meaning what about | § we were talking about you |
Single words
Almost all English Prepositions
Multiple words
Two words
Three words
ROYAL WEDDING SUMMARY
BBC WORLD NEWS
DELTA ELECTRONICS DIALOGUES
A THANK YOU LETTER
To: The Director of Raising Children Network, Australia.
Dear sir or madam:
We are first year students Higher Technician in Early Years Foundation Stage in V.E.T. Faitanar from Quart de Poblet in Valencia (Spain).
Our syllabus includes subjects for:
· A Comprehension of messages, texts, basic articles everyday and professional
· Sector specific terminology
· Main ideas and secondary ideas
· Grammatical resources-specific terminology: tenses, prepositions and phrasal verbs, I wish + past simple or perfect, I wish + would, If only; use of the passive voice, prayers of relative, indirect style, modal verbs...
We were using your page: Raising Children Network, the Australian parenting website.
Thanks so much for your website.
We really loved it, mainly with reference to the contents, because it is very interesting for our training education. Also:
· The layout is brilliant because it is distributed for ages.
· We can print all the documents.
· We can see videos and examples.
· The document is easy to read.
Yours faithfully.
Ana María García Forés.
RIGTH A THANK YOU LETTER
TO: The Director of Raising Children Network, Australia.
Dear Sir or Madam:
We are first year student of Early Years Foundation Stage (EYFS) at a Vocational Training school (VET) in Quart de Poblet in Valencia, Spain, Europe. Our school is Faitanar and we are training to become Higher Technicians and will work at Nursery and pre-school in the future.
Our syllabus includes subjects for:
· A Comprehension of messages, texts, basic articles everyday and professional.
· Sector specific terminology.
· Like care of the children.
· Illnesses of the children.
· Nutrition and balance diet for a healthy growth.
We were using your website: Raising Children Network, the Australian parenting website.
We are writing this letter to thanks so much for your website.
We really loved it, mainly with reference to the contents, because it is very interesting for our training Technically you website in:
· The layout is brilliant because it is distributed according to age.
· We can print all the documents.
· We can see videos and examples.
· The document is easy to read.
Yours faithfully.
Ana María García Forés.
Exams
Mark 10
2nd Assessment
Body parts
Comparatives and suffixes
Passive voice
Changing nappies (oral exam)
Changing nappies (Translation exam)
3rd Assessment
Food
Prepositions
BBC World News
Royal Wedding
Nutrition
RIGHT SENTENCES
1. FALSE Obesity has many causes. Put simply, it's causes by taking in more energy than is used up over a period of time.
4. TRUE Obesity can be caused by eating too much or eating a lot of sometimes food.
9. TRUE At 12 months, water no longer needs to be boiled -clean tap is fine.
Exams
Vocabulary about baby's stuff
Vocabulary about feelings
2nd Assessment
Human body
3rd Assessment
Vocabulary about food
1) Head, shoulders, knees and toes song
Lyrics:
Head, Shoulders, Knees and Toes,
Knees and Toes.
Head, Shoulders, Knees and Toes,
Knees and Toes.
And Eyes and Ears and Mouth and Nose
Head, Shoulders, Knees and Toes.
(bis)
2) Pat a cake song
Lyrics:
Pat a cake, pat a cake, baker's man.
Bake me a cake as fast as you can;
Roll it and pat it and mark it with B,
And put it in the oven for baby and me.
For baby and me, for baby and me;
Put it in the oven for baby and me.
2nd Assessment
3) Incy wincy spider
Lyrics:
Incy Wincy spider went up a water spout
Down came the rain and washed poor incy out
Out came the sunshine and dried up all the rain
And Incy Wincy spider went up the spout again!
Down came the rain and washed poor incy out
Out came the sunshine and dried up all the rain
And Incy Wincy spider went up the spout again!
Mark 10
