Library

Internal links:
* Online libraries and search engines
* Books

External links:
* Library (Answers.com)
* Books (Answers.com)
* Walking libraries

Musical instruments

Internal links:
1 Stringed instruments

External links:

Stringed musical instruments

Internal links


External links:
1 List of the World's stringed instruments (Wikipedia)


Picture credit: Dallas Symphony Orchestra

Bow

Internal links:
1 Abacus

External links:
1 Bow (Weapon) Wikipedia
2 Bow and arrow
2 Musical bow (Answers.com)
3 Bow (music) (Wikipedia)
4 Stringed instruments (Wikipedia)

Bottletop (bottle cap)

Internal links:


External links:

Book

Internal links:
* Library
* Online libraries and search engines







External links:
* Book (Wikipedia)
* Library (Wikipedia)

International donors working in developing countries

* The GTZ (Germany)
* DFID (United Kingdom)
* CIDA (Canada)
* USAID (USA)

NGO's:
* CODE (Canada)

This list will grow, but it is not part of our priority jobs.

Sky map shows how the night sky looks

The Evening Sky Map is suitable for all stargazers including newcomers to astronomy... unlike other star charts on the Web, The Evening Sky Map will print clearly on any printer.

The Evening Sky Map is ready-to-use and will help you to:
*identify planets, stars and major constellations
*find sparkling star clusters, wispy nebulae & distant galaxies
*locate and follow bright comets across the sky
*learn about the night sky and astronomy
Download now free -- and discover the Universe you live in!

Printing and distributing sky maps for educational and non-commercial use requires no written permission.



The Night Sky Planisphere

All sky watchers need a planisphere to quickly show the stars and constellations for any date and time


Night sky links:
* Night sky (wikipedia)
* Make your own sky map (fourmilab.ch)
* Night sky info (nightskyinfo.com)
* Space and solar system (BBC)
* Star date online
* Sky calendar (space.com)
* Sky and telescope (skyandtelescope.com)


Explore photographs of night sky:
* The night sky (2,000+ photos)
* Sky (list of other group pools)
* Now that's sky (34,000+ day and night shots)

Some nations use stars or the night sky on their flags:
* Brazil
* Papua New Guinea
* New Zealand
* Australia

See related wikipedia topic links:
Amateur astronomy
Asterism (astronomy)
Astrology
Astronomical object
Constellation
Planetarium

Talular resources (A-Z)

(in alphabetical order)

A
African information society initiative
alternative technology
ants
arm
arrow
ash
atmosphere
axe
B
bamboo
banana
bark
bone
book
bottle top (bottle cap)
bow

C
calendar of significant days
collage
costumes
crochet
D
dictionary
E
economic commission for Africa (UNECA)
embroidery
elearning
F
footwear
G
H
hat
home schooling
I
international mother language day (21st Feb)
J
K
knitting
knots
L
library
M
maize
musical instruments
N
O
P
puppets
Q
R
S
science
shadows (finger shadows)
sky maps of stars at night
slavery
stars
stringed instruments
T
technology
technology (alternative)
technology (appropriate)
technology (intermediate)
thatching
U
V
values
values education
W
weaving
X
Y
Z

Outcome Based Education and curriculum (Edu1)

Assessment standard
Student teachers are able to demonstrate an understanding of Outcome Based Education (OBE) and Curriculum
Success criteria
Student teachers must be able to:
SC1 explain outcome based education and curriculum
SC2 explain the purposes of outcome based education and curriculum
SC3 identify components of outcome based education and curriculum

IPTE syllabus page 1, tutor book page 2, student teacher book page 2

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In one form or another, and sometimes against their political wills, educators the world over are increasingly focusing their efforts on what are variously being called outcomes, results, performances, competencies, or standards. Whether proposed by national governments, as in Scotland, South Africa, or the United Kingdom; by state or provincial policy bodies, as in Australia, Canada, and the United States; or by local jurisdictions and institutions, as is happening on virtually every continent, how these changes are being applied to traditional forms of education vary as much as the terms themselves.

Source: http://www.answers.com/outcome%20based%20education

-

If you wish to know more about OBE the above link is useful. It contains a collection of articles, from different sources including both Education Encyclopedia and Wikipedia. They explain the development of OBE, defining Outcome Based Education, why OBE is so important to many, the criticisms of OBE, the future of OBE. There are links to sites which are pro-OBE and anti-OBE so you can hear both sides of the debate, and much more..

----------------------------------------------------

If you find a short quotation about OBE that you would like to share with others then select, copy and paste it into the comment box at the bottom of this post.

Syllabus (Edu2)

Assessment standard
Student teachers are able to demonstrate an understanding of the syllabus
Success criteria
Student teachers must be able to:
SC1 explain the meaning of the term syllabus
SC2 describe the purposes of a syllabus
SC3 identify types of syllabuses
SC4 explain tyes of syllabuses
SC5 describe the components of Outcomes-Based Education (OBE) syllabus

IPTE syllabus page 3, tutor book page 10, student teacher book page 6

Schemes of work (Edu3)

Assessment standard
Student teachers are able to demonstrate an understanding of schemes of work
Success criteria
Student teachers must be able to:
SC1 explain the meaning of schemes of work
SC2 explain the importance of schemes of wok
SC3 identify factors to be considered when preparing schemes of work
SC4 prepare samples of schemes of work in different learning areas and standards

IPTE syllabus page 4, tutor book page 14, student teacher book page 8

Lesson planning (Edu4)

Assessment standard
Student teachers are able to demonstrate an understanding of a lesson plan
Success criteria
Student teachers must be able to:
SC1 explain the meaning of a lesson plan
SC2 explain the purposes of a lesson plan
SC3 describe the structure of a lesson plan
SC4 describe types of lessons
SC5 prepare lesson plans

IPTE syllabus page 5, tutor book page 18, student teacher book page 10

Records of work (Edu5)

Assessment standard
Student teachers are able to demonstrate an understanding of records of work
Success criteria
Student teachers must be able to:
SC1 identify records of work
SC2 decribe two components of records of work
SC3 explain the purposes of records of work
SC4 prepare samples of records of work

IPTE syllabus page 6, tutor book page 22, student teacher book page 12

Child development (Edu6)

Assessment standard
Student teachers are able to demonstrate an understanding of child development
Success criteria
Student teachers must be able to:
SC1 explain the meaning of the term child development
SC2 identify factors that influence child development
SC3 explain how the factors influence child development
SC4 mention the five aspects of child development
SC5 relate the five aspects to teaching and learning
SC6 describe the four stages of child development
SC7 describe the three sub stages of childhood

IPTE sylabus page 17-18, tutor book page 32, student teacher book page 17

Individual differences (Edu7)

Assessment standard
Student teachers are able to demonstrate an understanding of individual differences
Success criteria
Student teachers must be able to:
SC1 explain the meaning of individual differences
SC2 explain the five individual differences
SC3 describe how individual differences affect the learning process

IPTE syllabus page 19, tutor book page 40, student teacher book page 20

Gender issues in education (Edu8)

Assessment standard
Student teachers are able to demonstrate an understanding of gender and gender issues
Success criteria
Student teachers must be able to:
SC1a explain the difference between sex and gender
SC1d explain the difference between sex roles and gender roles
SC2 explain the concept of gender
SC3 describe the social construction of gender
SC4 identify gender issues in education
SC5 describe the effects of gender on behaviour and learning
SC6 identify strategies for balancing gender disparities

IPTE syllabus page 19, tutor book page 44, student teacher book page 22

The process and principles of teaching (Edu9)

Assessment standard
Student teachers are able to demonstrate an understanding of the process and principles of teaching
Success criteria
Student teachers must be able to:
SC1 explain the meaning of the term teaching
SC2 describe the process of teaching
SC3 explain principles of teaching

IPTE syllabus page 7, tutor book page 54, student teacher book page 27

Roles and qualities of an effective teacher (Edu10)

Assessment standard
Student teachers are able to demonstrate an understanding of the roles of a teacher and qualities of an effective teacher
Success criteria
Student teachers must be able to:
SC1 identify roles of a teacher in different situations
SC2 display roles in different situations
SC3 describe different qualities of an effective teacher
SC4 demonstrate qualities in different situations

IPTE syllabus page 8, tutor book page 58, student teacher book page 29

Teaching methods (Edu11)

Assessment standard
Student teachers are able to demonstrate an understanding of various teaching methods
Success criteria
Student teachers must be able to:
SC1 identify various teaching methods
SC2 prepare guidelines for each method
SC3 identify strengths and limitations of each method
SC4 demonstrate each teaching method through micro-peer teaching

IPTE syllabus page 9, tutor book page 62, student teacher book page 31

Teaching skills (Edu12)

Assessment standard
Student teachers are able to demonstrate an understanding of different teaching skills
Success criteria
Student teachers must be able to:
SC1 explain the meaning of teaching skills
SC2 identify different teaching skills
SC3 describe characteristics of each teaching skill
SC4 demonstrate teaching skills in micro-teaching lessons

IPTE syllabus page 10, tutor book page 78, student teacher book page 39

Teaching and learing resources (Edu13)

Assessment standard
Student teachers are able to demonstrate an understanding of teaching and learning resources
Success criteria
Student teachers must be able to:
SC1 explain the meaning of teaching and learning resources
SC2 explain the importance of teaching and learning resources
SC3 categorize teaching and learning resources
SC4 describe the qualities of teaching and learning resources
SC5 prepare teaching and learning resources for all learning areas and age groups using the local environment-TALULAR
SC6 use the teaching and learning resources
SC7 explain how to store teaching and learning resources

IPTE syllabus page 11, tutor book page 82, student teacher book page 41

Multigrade teaching (Edu14)

Assessment standard
Student teachers are able to demonstrate an understanding of multigrade teaching
Success criteria
Student teachers must be able to:
SC1 explain the meaning of multigrade teaching
SC2 explain the purposes of multigrade teaching
SC3 explain the importance of multigrade teaching
SC4 micro-teach a multigrade class
SC5 identify challenges of multigrade teaching

IPTE syllabus page 12, tutor book page 90, student teacher book page 46

The concept of learning (Edu15)

Assessment standard
Student teachers are able to demonstrate an understanding of the concept of learning
Success criteria
Student teachers must be able to:
SC1 explain the concept of learning
SC2 describe situations in which learning takes place
SC3 perform an activity in which learning takes place

IPTE syllabus page 14, tutor book page 94, student teacher book page 48

How learning takes place (Edu16)

Assessment standard
Student teachers are able to demonstrate an understanding of how learning takes place
Success criteria
Student teachers must be able to:
SC1 explain how learning takes place


IPTE syllabus page 15, tutor book page 102, student teacher book page 52

The learning process (Edu17)

Assessment standard
Student teachers are able to demonstrate an understanding of the stages of the learning process
Success criteria
Student teachers must be able to:
SC1 identify stages of the learning process
SC2 describe stages of the learning process


IPTE syllabus page 15, tutor book page 106, student teacher book page 54

The factors affecting learning (Edu18)

Assessment standard
Student teachers are able to demonstrate an understanding of factors that influence learning
Success criteria
Student teachers must be able to:
SC1 identify factors that influence learning
SC2 explain the meaning of each factor
SC3 describe how each factor influences learning

IPTE syllabus page 16, tutor book page 106, student teacher book page 54

Child study (Edu19)

Assessment standard
Student teachers are able to demonstrate an understanding of child study
Success criteria
Student teachers must be able to:
SC1 explain the meaning of child study
SC2 explain the importance of child study
SC3 describe the techniques in a child study
SC4 carry out a study on child study

IPTE syllabus page 21, tutor book page 112, student teacher book page 57

Special needs education (Edu20)

Assessment standard
Student teachers are able to demonstrate an understanding of Special Needs Education (SNE) and Special Educational Needs (SEN)
Success criteria
Student teachers must be able to:
SC1 explain the difference between SNE and SEN
SC2 explain the purpose of SNE

IPTE syllabus page 22, tutor book page 2, student teacher book page 2

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Special education is classroom or private instruction involving techniques, exercises, and subject matter designed for students whose learning needs cannot be met by a standard school curriculum.

Source: American Heritage dictionary

-------------------------------------------------------

Click the link below to browse the topic in the:

Childrens' Health Encyclopedia

Britannica Concise Encyclopedia

Education Encyclopedia

Wikipedia

Other blogs

plus many interesting links and references

Link

--------------------------------

From http://www.teachernet.gov.uk/wholeschool/sen/ which is a UK government site:

Special educational needs and disability
It is the ambition of the special educational needs (SEN) and disability division that every child with special educational needs reaches their full potential in school, and can make a successful transition to adulthood and the world of further and higher education, training or work.Special educational needs and disability
It is the ambition of the special educational needs (SEN) and disability division that every child with special educational needs reaches their full potential in school, and can make a successful transition to adulthood and the world of further and higher education, training or work.

Learn more from teachernet.gov.uk

---------------------------------

Having a specific learning difficulty can make lessons hard for a young person to understand. They may find it difficult to concentrate on lessons and, because they cannot follow them properly, they find lessons 'boring'. Students may also find it difficult to keep up with classmates, and come to see themselves as stupid, or no good. Having a combination of learning difficulties can magnify these feelings, particularly if one or more of those learning difficulties is overlooked.

Source: nasen

NASEN is the leading organisation in the UK which aims to promote the education, training, advancement and development of all those with special and additional support needs.

Impairment categories (Edu21)

Assessment standard
Student teachers are able to demonstrate an understanding of impairment categories
Success criteria
Student teachers must be able to:
SC1 identify impairment categories
SC2 list the characteristics/indicators for ech impairment category
SC3 explain the causes of each impairment category
SC4 explain the preventative measures for each impairment category

IPTE syllabus page 23, tutor book page 8, student teacher book page 5

Impairment identification process (Edu22)

Assessment standard
Student teachers are able to demonstrate an understanding of the impairment identification process
Success criteria
Student teachers must be able to:
SC1 explain the steps in the impairment identification process
SC2 list basic tools for impairment identification process
SC3 construct simple tools used in the impairment identification process
SC4 use impairment identification tools

IPTE syllabus page 24, tutor book page 18, student teacher book page 10

Rehabilitation services, placement and IEP (Edu23)

Assessment standard
Student teachers are able to demonstrate an understanding of rehabilitation services, educational placement options and the process of designing and Individualised Educational Plan (IEP)
Success criteria
Student teachers must be able to:
SC1 identify rehabilitation services in the country
SC2 make referrals to rehabilitation services
SC3 explain placement options for impairment categories
SC4 list educational placement options for impairment categories
SC5 explain an IEP
SC6 construct an IEP
SC7 implement an IEP


IPTE syllabus page 25, tutor book page 18, student teacher book page 10

Inclusive education (Edu24)

Assessment standard
Student teachers are able to demonstrate an understanding of incusive education
Success criteria
Student teachers must be able to:
SC1 explain the meaning of inclusive education
SC2 explain the purpose of inclusive education
SC3 identify the barriers against inclusive education
SC4 identify strategies solutions to overcome barriers against inclusive education

IPTE syllabus page 26, tutor book page 32, student teacher book page 17

Assessment (Edu25)

Assessment standard
Student teachers are able to:
demonstrate an understanding of assessment
Success criteria
Student teachers must be able to:
SC1 explain the concept of assessment
SC2 explain the purposes of assessment

IPTE syllabus page 27, tutor book page 38, student teacher book page 20


Internal links:
* Assessment for learning resources from UK

Assessment modes and forms (Edu26)

Assessment standard
Student teachers are able to demonstrate an understanding of forms and modes of assessment
Success criteria
Student teachers must be able to:
SC1 identify forms and modes of assessment
SC2 explain the importance of continuous assessment
SC3 explain the importance of summative assessment

IPTE syllabus page 28, tutor book page 40, student teacher book page 21

Assessment tools (Edu27)

Assessment standard
Student teachers are able to:demonstrate an understanding of assessment tools
Success criteria
Student teachers must be able to:
SC1 identify assessment tools
SC2 explain the importance of assessment tools
SC3 use assessment tools
SC4 compute continuous and summative assessment for annual evaluation

IPTE syllabus page 29, tutor book page 44, student teacher book page 23

Continuous assessment (Edu28)

Assessment standard
Student teachers are able to:
demonstrate an understanding of continuous assessment procedures
Success criteria
Student teachers must be able to:
SC1 construct relevant learner's tasks
SC2 administer learners' tasks properly
SC3 check learners'reponses
SC4 interpret learners' responses
SC5 give necessaryinterventions
SC6 keep appropriate learners' records for continuous assessment

IPTE syllabus page 30, tutor book page 52, student teacher book page 26

Summative assessment (Edu29)

Assessment standard
Student teachers are able to:
demonstrate an understanding of summative assessment procedures
Success criteria
Student teachers must be able to:
SC1 identify types of summative assessment
SC2 construct relevant learner's tasks
SC3 administer learners' tasks properly
SC4 mark learners' responses
SC5 score learners' responses
SC6 interpret learners'results
SC7 rank learners'results
SC8 keep appropriate learners' records

IPTE syllabus page 31, tutor book page 58, student teacher book page 29

Counselling and guidance (Edu30)

Assessment standard
Student teachers are able to:
demonstrate an understanding of counselling and guidance
Success criteria
Student teachers must be able to:
SC1 explain the difference between guidance and counselling
SC2 explain the importance of counselling and guidance
SC3 identify learner's problems wich can be solved through counselling and guidance
SC4 describe qualities of an effective counsellor
SC5 conduct counselling and guidance sessions

IPTE syllabus page 34, tutor book page 4, student teacher book page 4

Counselling and guidance techniques (Edu31)

Assessment standard
Student teachers are able to:
demonstrate an understanding of the techniques of counselling and guidance
Success criteria
Student teachers must be able to:
SC1 explain techniques of guidance and counselling
SC2 explain the process of counselling and guidance
SC3 practice the techniques of counselling and guidance

IPTE syllabus page 34, tutor book page 12, student book page 8

Categories of counselling (Edu32)

Assessment standard
Student teachers are able to:
demonstrate an understanding of categories of counselling
Success criteria
Student teachers must be able to:
SC1 identify categories of counselling
SC2 explain forms/types of counselling

IPTE syllabus page 35, tutor book page 20, student teacher book page 11

Guidance services (Edu33)

Assessment standard
Student teachers are able to:
demonstrate an understanding of guidance services
Success criteria
Student teachers must be able to:
SC1 explain guidance services
SC2 identify different types of guidance services
SC3 design guidance programmes

IPTE syllabus page 36, tutor book page 30, student book page 16

Roles of a counsellor (Edu34)

Assessment standard
Student teachers are able to:
demonstrate an understanding of roles of a counsellor
Success criteria
Student teachers must be able to:
SC1 explain roles of a counsellor
SC2 demonstrate roles of a counsellor

IPTE syllabus page 37
Tutor book page 40
Student book page 19

Conflict management (Edu35)

Assessment standard
Student teachers are able to:
demonstrate an understanding of conflict management
Success criteria
Student teachers must be able to:
SC1 explain the meaning of conflict
SC2 identify sources of conflict
SC3 explain conflict management
SC4 identify solutions to conflicts
SC4 apply appropriate solutions to conflicts

Educational management (Edu36)

Assessment standard
Student teachers will be able to:
demonstrate an understanding of educational management
Success criteria
Sudent teachers must be able to:
SC1 explain the term educational management
SC2 explain the purposes of educational management
SC3 identify major aspects of educational management
SC4 describe the role of each major aspect (of educational management)

Government Teaching Service Regulations and the Education Act (Edu37.AS.SC2)

Student teachers must be able to:
SC1 explain ontents of Government teaching Service Regulations and the Education Act
SC2 apply contents of Government Teaching Service Regulations and the Education Act to real life school situation.
SC3 demonstrate real life schol situations where content of Government Teaching Service Regulations and Education Act can be applied.

Government Teaching Service Regulations and the Education Act (Edu37.AS.SC3)

SC3: Demonstrate real life school situations where content of Government Teaching service Regulations and Education Act can be applied.

Explain the meaning of a school (Edu38.AS.SC1)

Explain the purpose of a school (Edu38.AS.SC2)

The characteristics of a school (Edu38.AS.SC3)

Eplain the cncept of school management committee (Edu38.AS.SC4)

The functions of a school management committee (Edu 38.AS.SC5)

Describe the concept of Parent Teachers' Association (Edu 38.AS.SC6)

The functions of a PTA (Edu38.AS.SC7)

The similarities and differences between school management committee and PTA (Edu38.AS.SC8)

Syllabus page: 42
Tutor page 80
Student page 32

What is record management all about? (Edu39.AS.SC1)

What are the different types of school records? (Edu39.AS1.SC2)

Importance of each type of record (Edu39.AS1.SC3)

Educational leadership (empty post for later)

Educational leadership (Edu40)

Assessment standard and success criteria for Edu40

We will know this when students are able to:
AS 1 demonstrate an understanding of educational leadership
SC 1 explain the term educational leadership
SC 2 explain the purposes of educational leadership

Source: IPTE Foundation studies (2005) Malawi institute of Education

Leadership extension (empty at present)

This post will be used later

Leadership styles (Edu41)

IPTE Assessment standard and success criteria for Edu 41

We will know this when student teachers are able to:
AS 1 show an understanding of various leadership styles
SC 1 explain different leadership styles
SC 2 describe characteristics of different leadership styles
SC 3 explain the roles of leaders in managing the implementation of the curriculum at a school

Source: IPTE Foundation studies syllabus, (2005) Malawi Institute of Education, Domasi.