# data[].attributes.headline
 Progress Review for Target Set with Mentor  27 May 2020. Constructivism: You are focusing on tasks being student led, rather than tutor led. You are developing a coherent approach to teaching, as you are linking existing skills to the development of a new skill base. You are clearly showing scaffolding techniques to facilitate learning. The use of dictionary is a stretch and challenge for the majority of these learners however, you are now planning how to introduce these new skills and by breaking down the task, you are able to assess gaps in knowledge. This enables you assess what knowledge is gained and where recap needs to be reinforced.Blooms: You are focusing on remembering, understand and apply within the framework, which supports the learning, at this level. The introduction of keywords enables the learners to move between the levels and can be used in other lessons to reinforce learning.  By using differentiating questioning, you are developing assessment techniques and supporting yourself in planning future lessons.  The use of dictionary work supports the development between what the learner already knows and what they need to know to attain higher level of knowledge. This links to the learner achieving their overall qualification and move up to the analyse, evaluate and create stages within Blooms.Behaviourism: By focusing on immediate and positive feedback, you are supporting learners in skills acquisition. You are reinforcing learning through the repetition of tasks that are broken down into small steps that are sequenced to support progression.	Due to the current situation the progress review was done by email and addressed through teams 

# data[].attributes.subject
 Progress Review for Target Set with Mentor  27 May 2020. Constructivism: You are focusing on tasks being student led, rather than tutor led. You are developing a coherent approach to teaching, as you are linking existing skills to the development of a new skill base. You are clearly showing scaffolding techniques to facilitate learning. The use of dictionary is a stretch and challenge for the majority of these learners however, you are now planning how to introduce these new skills and by breaking down the task, you are able to assess gaps in knowledge. This enables you assess what knowledge is gained and where recap needs to be reinforced.Blooms: You are focusing on remembering, understand and apply within the framework, which supports the learning, at this level. The introduction of keywords enables the learners to move between the levels and can be used in other lessons to reinforce learning.  By using differentiating questioning, you are developing assessment techniques and supporting yourself in planning future lessons.  The use of dictionary work supports the development between what the learner already knows and what they need to know to attain higher level of knowledge. This links to the learner achieving their overall qualification and move up to the analyse, evaluate and create stages within Blooms.Behaviourism: By focusing on immediate and positive feedback, you are supporting learners in skills acquisition. You are reinforcing learning through the repetition of tasks that are broken down into small steps that are sequenced to support progression.	Due to the current situation the progress review was done by email and addressed through teams 

# data[].attributes.body
The use of maths is supported during self and peer assessments were learner add up sum and get the total. Also, in child care lesson learners are able to use metric in the conversation during the teaching of dietary requirement and supporting healthy eating. Additionally, when i worked as a cover teacher for  creative art learners were using shapes like triangle, square and circle for creative design and using their rulers to measure the point and lines.
The English skills is normally supported when writing or using repetition to master subject terminologies like when teaching dietary, learner would learn specific words like protein, diet, antioxidant, and healthy; learners will be supported to sound the word, repeat it, find the meaning and write a sentence with it.

# data[].attributes.body
ICT is continually planned and structured in teaching such as interactive whiteboard,  presentation, the use of YouTube, research and poster presentation. . Also, it is used as a starter in lesson like kahoot, and online  quizzes and learning games. In addition, learners are able to use ICT like Outlook, Publisher and  PowerPoint in creating poster, and to write email, including research as a ways learners create and build upon their knowledge. By integrating ICT in my teaching learners become more engaging and interactive in classroom activities. This can be link with social constructivism where cooperative learning is encourage among peers and through the use of ICT and learners share knowledge, organise material and communicate findings among each others. Howell (2012) point of view is that social construtivism  is based on social interaction that allows the development of knowledge and understanding through socialisation; while learning becomes student centred, and learner's are responsible for their learning and that of their peers.
Reference
Howell, J .(2012) Teaching with ICT . Australia: Oxford University Press

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Curriculum analysis