Real Educational Drama Company Handbook 1 Section 1 Introduction In this section you will find: Our Company Aims and Rationale Pg 3 List of Personnel Pg 4 Roles & Responsibilities Pg 5 Organisational Chart Pg 11 Site Address List Pg 12 Calendar 2011 2012 Pg 13

2 Our Company Aims & Rationale RED Productions was formed in April 2010 with the aim of providing Real Educational Drama to schools and communities based within the West of Scotland. Real Education Drama, its sister company, aims to provide education not only to those who view the productions but also to those taking part in the productions. RED will hold open auditions for each of its productions. REDs vision is to put on full length productions of plays studied in the schools within the West of Scotland, providing these schools with the material needed to prepare for end of year examinations. RED will endeavour to enable every member to develop to their fullest potential the development of skills in creating & presenting which will allow them to acquire knowledge and understanding of themselves and their relationship to others and real-life events. Not only should members be allowed to develop their personal and social skills, their exploration through life issues which arise in drama, should enhance their confidence and self-esteem. We will also endeavour to develop every members full potential through a broad range of challenging, wellplanned experiences which help them develop qualities of citizenship, enterprise and creativity. 3

List of Personnel Head of Centre SQA Co-ordinator - Kirsty Strahan Kirsty Strahan Internal Verifier Pamela Barnes Alan Black Assessor - Kirsty Strahan Qualifications Tutor - Kirsty Strahan Administrator - Keegan Friel Qualifications Advisor (English) - Fiona Brown Independent Drama Specialist - Megan Duthie

Independent Movement & Dance Specialists Jackson Treasurer - Linda Trevor Strahan 4 Roles & Responsibilities Head of Centre Kirsty Strahan - is responsible for the internal organisation, management and control of RED - accountable along with other professional staff for the schools performance - draws up an annual budget plan in consultation with Treasurer - leading and managing the creation of a strategic plan underpinned by sound resource planning and which identifies priorities and targets for ensuring that candidates achieve high standards and make progress, increasing tutor effectiveness and securing improvement 5

Roles & Responsibilities SQA Co-ordinator - Kirsty Strahan Primary point of contact between RED Productions and the SQA Liaising with all sections in RED Productions involved in the delivery and assessment of SQA qualifications Maintaining candidate records Sending SQA candidate registration and entry information Notifying SQA of candidates results Sending evidence to SQA for central verification, when requested by SQA Ensuring that QAMs and External Verifiers have access to all necessary materials and, where applicable, sites Distributing all correspondence to the appropriate staff members in appropriate timescales 6 Roles & Responsibilities Internal Verifier - Pamela Barnes

Roles & Responsibilities before assessment Support Confirm Confirm Confirm assessor conditions assessment methods guidance Roles & Responsibilities during assessment Support assessor Confirm assessment judgements Feedback to assessor Roles & Responsibilities after assessment Support assessor

Confirm reflections Feedback to assessor Agree action plan 7 Roles & Responsibilities Administrator - Keegan Friel Manage Funds in consultation with Treasurer Ensure records are maintained Ensure computer systems and office equipment is maintained Ensure inventories are maintained Research potential funding, programs and projects, as required Liaise with various community groups Qualifications Advisor (English) - Fiona Brown Participate in revising and improving Curriculum documents in the light of innovations Participate in the development and production of English teacher guides in line with RED

Productions Make recommendations for supporting materials. Ensure consistency between the curriculum and supporting documents. Participate in evaluating the curriculum. Participate in identifying reference books and other books required as resources 8 Roles & Responsibilities Assessor - Kirsty Strahan Roles & Responsibilities before assessment Get familiar with standards Get familiar with conditions Propose assessment instrument Prepare candidates Roles & Responsibilities during assessment Assess candidates Make assessment judgements

Feedback to candidates Roles & Responsibilities after assessment Reflect on assessment instrument Reflect on support to candidates Reflect on assessment judgements Reflect on feedback to candidates Agree action plan 9 Roles & Responsibilities Qualifications Tutor - Kirsty Strahan Ensure that students are fulfilling their obligations. Ensure that students are supported in their professional development. Ensure that students are given informal feedback about their progress. Facilitate opportunities for students to carry out

tasks. Highlight cause for concern over student progress and create an action plan as required Independent Drama Specialist - Amelia Bryce 10 Organisational Chart RED Productions Staff Head of Centre SQA Co-ordinator Internal Verifier Assessor Qualifications Tutor Advisors Specialists Administrator

Treasurer 11 Names and Addresses of all sites involved with RED Productions Head Quarters (Approved Centre) Whitehurst, 70 Milton Road, Kilbirnie, North Ayrshire, KA25 7EU Rehearsal Space 1 Largs Academy, Flatt Road, Largs, North Ayrshire, KA30 9JX Rehearsal Space 2 Jacksons Dance Academy, 42A Regent Street, GREENOCK, PA15 4PL Performance Space 1Largs, KA30 8QL Vikingar! Greenock Road, Performance Space 2 The Beacon, Custom House Quay, Greenock, PA15 1EQ Each of these sites are a safe and healthy environment for all our members ,candidates and visitors. All sites show commitment to equal opportunities in terms of access to and assessment of the qualification. All sites provide appropriate equipment, materials and staff for the qualifications being delivered and assessed at the site All sites will provide access for assessors, internal verifiers and SQA personnel, as appropriate

Please note a risk assessment will be carried out in all establishments required to deliver SQA qualifications. 12 Calendar September 2015 October 2015 Classes begin on Tuesday evenings. December 2015 November 2015 Visit to view theatrical performance January 2015 Production Skills Internal Assessment completed

February 2015 Drama Skills Internal Assessment completed March 2015 April 2015 Practical Examination negotiated with Head of Centre and SQA May 2015 June 2015 August 2015 July 2015 Written Examination Date set by SQA 13

Section 2 In this section you will find: Curriculum Details Pg 15 Internal Quality Assurance Pg 17 External Verification Policy of Qualifications Pg 20 Recording and Storing Information Pg 22 Systems for Obtaining Information and Forwarding to SQA Pg 24 Arrangements for Appeals Pg 25 Grievance Procedures Pg 28 Assessment Policy Pg 32 14 Available Units and Courses National Certificate in Acting and Theatre Performance (SCQF level 6) and National Certificate in Technical Theatre (SCQF level 6) These Group Awards are made up of National

Qualifications Units and each award has a mandatory and an optional section which is made up of a wide variety of Drama /Technical Theatre and other related Units to provide choice, flexibility and opportunities for specialism. To gain the Group Award qualification 12 Unit credits are required. These courses and individual units offer pathways in Drama/Acting/Theatre Performance/Technical Theatre. Taken from On the following page you will see a list of the units available to study in the National Progression Awards. Although we will not offer all units to begin with we will aim to tailor courses to suit student needs and career paths. 15 Drama: Acting Skills Technical Theatre in Context Drama: Voice Skills Theatre Stage Lighting Operations Drama: Movement Skills Theatre Stage Sound Operations Drama: Theatre Skills in Performance Technical Theatre Production Operations

Theatre Performance Technical Theatre Workshop Skills Theatre Performers: Solo Singing Skills Theatre Stage Management Operations Theatre Performers: Group Singing Skills Theatre Stage Management in Practice Acting Through Song Multimedia Production for Theatre Professional Theatre in Context Drama: Providing Theatre Wardrobe Services Theatre History: An Introduction to Theory and Practice Theatrical Design Acting Styles and Practitioners: An Introduction Theatrical Prop Making Writing Dramatic Text: An Introduction Theatre Stage Set Construction Performing Arts Industry: An Introduction Theatre Stage Model Set Construction Preparation for Audition

Theatrical Makeup Higher Drama National 5 Drama 16 Internal Quality Assurance Qualification Approval The centre will conduct a committee meeting of all staff in order to authorise new programmes of study. A similar system will be used for consideration of major modification to existing provision. Internal Reviews The centre will carry out periodic quality assurance processes to review qualifications on offer. This will include interviewing staff, observing activities and viewing relevant records. A report will be produced providing conformance, non-conformance, and possible improvements. Feedback from Students The centre will incorporate feedback from students on its taught provision by operating a series of surveys. 17

Internal Moderation The purpose of in-school moderation is to check the consistency of teachers judgements after they have made their assessments and to identify and resolve any differences. Step One Sample of evidence to be reviewed: pupils As we are a new company and new to delivering qualifications we must ensure that we have consistency across the whole team. As a result we will complete a 100% moderation for the first 3 years. 75% for the following 2 years and 40% for the following 4 years. We will never drop below 1 in 3 units/ candidates. Step Two How the sample of evidence is to be reviewed The evidence in each sample will be reviewed by at least two teachers Any disagreements with the initial assessments made are identified, recorded and acted upon Sufficient time will be allowed for discussion to compare judgements and record and resolve any disagreements There will provision for outstanding disagreements to be resolved by an external member of staff 18 Tutors will have access to the relevant standards files for reference to resolve differences.

Materials needed: - agreed sample of pupils work - completed assessment guidelines for each unit - standards files for reference as appropriate - a record for the meeting to note the pupils reviewed, any differences (at assessment focus or attainment target) identified and the final decision following inschool moderation. Action points following in-school moderation meeting Two members of staff should: - review all judgements in the light of moderation outcomes and make appropriate adjustments - identify issues relating to pupil performance, curriculum coverage and teaching and learning revealed by the teacher assessment judgements and moderation activities - review the effectiveness of the in-school standardisation and moderation procedures - review the planned focus for subsequent in-school standardisation and moderation meetings. 19 Systems and Policies for External Verification Verification is the process by which SQA assures that national standards are maintained, in assessments carried out by centres.

Verification includes: An ongoing quality assurance and improvement procedure Ensures that all assessment decisions are valid and consistent through the entire assessment process Partnership approach between SQA and approved centres Rolling programme of pre, during and post assessment activities Roles & Responsibilities of External Verifier before assessment Support centre through SQA Co-ordinator Prior Verify materials Roles & Responsibilities during assessment Support via SQA Co-ordinator Verify assessment judgements Feedback to centre staff via co-ordinator Roles & Responsibilities after assessment Support via SQA Co-ordinator Provide feedback Provide feedback through update letters 20 Preparation for external moderation The head of centre should have: - access to as much of the sample of evidence that was reviewed during in-school moderation as practicable - a list of the initial judgements, and any changes made to them in the in-school moderation - any notes of discussions that took place at in-school moderation meetings.

Action points following external moderation The head of centre should: - review all judgements in the light of moderators feedback and make appropriate adjustments - identify issues relating to pupil performance, curriculum coverage and teaching and learning revealed by the assessment and moderation activity - review the effectiveness of the in-school standardisation and moderation procedures - review the planned focus for subsequent in-school standardisation and moderation meetings. 21 Recording and Storing Information The information collected from students will be used to get a fuller picture of what each students needs are and to work with students to see how those needs can be met. Access to the information will only be given to staff and governing bodies who have reason to see it. The information will be kept for as long as it is needed and will be stored electronically and in a paper file. It will be kept confidential and secure so that we comply with the Data Protection Act 1998. If students give consent, some personal details may also be shared with appropriate services. Information will only be shared with out consent where a student

is at risk or who has been harmed, or by order of the court, or where a serious crime has been committed. Information is protected by the Data Protection Act 1998, meaning it will be kept safe and secure and students have the right to see what information is being kept about them. Under the Human Rights Act 1998 all students have a right to privacy. Information will not be given to any third parties without consent, unless forced by law. Personal Information Includes Name Address Gender Date of Birth Candidate Number School attended GP Additional Information Includes Ethnic Origin Religion Physical Health Mental Health Offences alleged or committed Services Include Health Service Police

Inverclyde Council All files are kept in a secure locked filing cabinet. 23 Systems for Obtaining and Forwarding Candidate Information to SQA Candidates who express an interest in completing a qualification with RED will be asked to complete an Application Form. (Appendix 1) Candidates will also be asked to complete a Consent to Sharing of Information (Appendix 2) before commencing their chosen qualification. It is the responsibility of the SQA co-ordinator to: Maintaining candidate records Send SQA candidate registration and entry information Notifying SQA of candidates results Send evidence to SQA for central verification, when requested by SQA Ensure that QAMs and External Verifiers have access to all necessary materials and, where applicable, sites Distribute all correspondence to the appropriate staff members in appropriate timescales This will be completed by using advice given on the SQA website: Managing Your NQ Data: Registrations, Entries and

Results 24 Arrangements for Internal Appeals Introduction This section outlines the centres appeals process where students and / or their parents disagree with an internal assessment decision. The process will only normally be required when all other mechanisms within the centre have failed to resolve the matter. Such mechanisms could include discussions between the candidate / parents with: The Qualification Tutor Internal Verifier Administrator It will be the final stage in the normal process of considering and resolving disputes. It is expected it will be used only in exceptional circumstances. Note that appeals may be made to the centre regarding the procedure used in internal assessment, but not the actual marks or grades submitted by the centre for moderation by SQA. 25 Appeals Procedure

Miss P Barnes will conduct the management of any appeal. Any appeal will need to be in writing to Miss P Barnes, Real Educational Drama, Whitehurst, 70 Milton Road, Kilbirnie, KA25 7EU. This will need to be submitted within 10 working days of the candidate being made aware of the internal assessment mark/grade awarded. The tutor concerned in making the assessment, which is the subject of the appeal, will be provided with a copy of the documentation. They will be given the opportunity to provide a written response with a copy sent to the candidate. If the candidate/ parent is nor satisfied with the written response they have received he / she will have the opportunity to have a personal hearing, which will consider the case. The candidate will: Be given reasonable notice of the hearing date; Be given sight of any relevant documents 26 A parent or friend may accompany the candidate if they are presenting their own case.

The candidate and tutor should have the opportunity to hear each others submission to the panel. A panel consisting of an independent Drama specialist who has not previously dealt with the case will hear the appeal. The candidate will be informed in writing of the outcome of the appeal and the reasons for that outcome within 5 working days of the hearing. 27 Complaint and Grievance Procedure Purpose of the Complaints Procedure This procedure aims to reassure candidates and others with an interest in the RED that: Any complaint against RED will be dealt with in a fair, open and responsive way, with the aim of achieving a speedy and satisfactory resolution; and RED recognises that a willingness to listen to questions and criticism and to respond positively, can lead to improvements in practices and provision for candidates. Scope of Procedure A complaint is defined as a clear statement of dissatisfaction about any specified aspect of REDs work. This procedure deals with specified day-to-day complaints against the management and/or operation of RED which fall outside the scope of the following procedures:

Criminal Offences Disciplinary Procedures Complaints may be made by telephone, e-mail in person or be written. Records of all conversations and meetings to resolve complaints will be kept. To help prevent recurring complaints, copies of correspondence and notes will be kept on file separately from individual candidate records. There may be rare occasions when, despite all the stages of the procedure having been followed, a candidate remains dissatisfied. If the candidate seeks to re-open the same issue, RED reserves the right to inform him/her that the procedure has been 28 exhausted and the matter is closed. Stage 1: Informal Stage On occasions, a candidate may raise a concern directly with staff without any formality. At this stage, it may be unclear whether the candidate is making a complaint, seeking information or has misunderstood a situation. In any effect, RED aims to resolve the concern at this point in a speedy and effective way. However, if this concern is not resolved immediately and a complaint is confirmed by the candidate, the opportunity to discuss the matter with an appropriate member of staff will be given. The member of staff will discuss the issue with the candidate and those involved with the aim of resolving the complaint as soon as possible. The candidate will be informed of the outcome of the

investigation and what action, if any, RED proposes to take. If the informal process has been exhausted and no satisfactory solution has been found, the candidate will be asked by the member of staff dealing with the complaint whether (s)he wishes the complaint to be considered formally at stage two of this procedure. If wishing to proceed with the complaint, the candidate will be invited to put the complaint in writing the Form to notify formal complaint (Stage 2 and/or Stage 3) (Appendix 3) The form should be sent to Kirsty Strahan, Whitehurst, 70 Milton Road, Kilbirnie, KA25 7EU within 10 working days. Stage 2: Referral to Head of Centre for Further Investigation The Head of Centre will acknowledge the written complaint within 5 working days of receipt and provide an opportunity to meet the candidate to discuss the complaint. The Head of Centre will investigate the complaint and a written 29 response will normally be made within 10 working days of receipt of the complaint. If this is not possible, a letter will be The written response will include full reasons for the conclusions reached by the Head of Centre and what action, if any, RED proposes to take to resolve the matter. If the candidate still remains dissatisfied, (s)he will be advised that, in order to progress the complaint further at Stage 3, (s)he must notify the External Committee within 10 working days, copying the original complaint form.

Stage 3: Review by External Committee Complaints will only rarely reach this level. However, if the need arises, the External Committee will consider complaints at this stage. A written acknowledgement of the complaint and the request for it to be heard at Stage 3 of the Procedure will be sent to the candidate within 5 working days. The letter will inform the candidate that the complaint will be heard by the External Committee within 20 working days of receiving the complaint. It will also inform the candidate of the right to submit further documents other than the complaint form and that these must be made available to the External Committee within 5 working days of receipt of the acknowledgement of the letter. The right to call witnesses to the meeting, subject to the approval of the External Committee, and the right of the candidate to be accompanied by a companion of his/her choice, will also be explained in the letter. The External Committee will send a copy of this letter of acknowledgement to the Head of Centre and request a written report in response to the complaint within 5 working days of receipt of the letter. The right to call witnesses, subject to the approval of the External Committee, will also be explained. The External Committee will then convene a meeting, having consulted with all parties on convenient times. The date, time and venue for the meeting will then be confirmed at least 5 working 30 days prior to the meeting.

The names of all parties and witnesses (if any) to attend the meeting and all relevant documents to be referred to at the meeting will also be provided by the External Committee to: the candidate; Head of Centre; and each committee member. This will be provided as soon as possible and, in any event, at least 5 working days prior to the meeting. The meeting will be held following Procedures for hearing a complaint detailed in Appendix 4 A written decision will be sent to both the candidate and the Head of Centre within 10 working days of the hearing. The letter will explain that the decision is final. 31 Assessment Policy Assessment is the means by which the progress of students is monitored. It is a tool to inform curriculum planning and learning programmes. Why do we assess? To To To

To To define each student's ability. reveal student's strengths and weaknesses. ensure early identification of support needs. inform future planning and target setting. comply with statutory requirements. Strategies for assessment Observation Questioning/discussion Photographing/videoing/audio taping work in progress. Examining written work. Marking student's work, according to the marking policy. Tutor devised tests. Statutory formal assessments. Planning for assessment Assessment is built into planning and takes place both during each unit and at the end of a unit. Calendars of Teaching (Appendix 5) will specify when assessments will take place. Students will also be asked to complete a Plagiarism Statement (Appendix 6) prior to commencing studies. 32 Section 3

In this section you will find: Communication Systems Pg 34 Resource Management Pg 36 Support Systems Pg 39 Induction, Guidance and Support Systems for Candidates Pg 40 Staff Recruitment, Induction & Development Pg 41 Health & Safety Policy Pg 46 Equal Opportunities Policy Pg 47 33 Communication Systems Rational Because our centre relies almost entirely on forms of communication over large distances it is very important that all staff follow policies and protocols for communication. We must rely heavily on the mediums of communication technology and all staff and students have an expectation and need for timely communication. Policy

Real Educational Drama will make every effort to meet the following protocols in their communication to parents and students as well as between other RED staff and administration: The centres preference for communication is first email, then phone. It should be noted that this is preference only. If at any time a parent or student cannot make contact via email for technological reasons or for the necessity of clarity that comes with voice-to-voice communication, the RED staff will indicate an appropriate time to speak on the telephone. All RED staff are responsible to manage their email in an organised fashion within their email 34 program. Electronic mail will be forwarded promptly to all bodies concerned via e mail. Staff should strive to have a 3 day turn around in all communication with the exception of weekends and holidays where the time line will extend to the next working day. If staff can answer the communication sooner the quicker response is always encouraged. Staff, parents and students should avoid the use of urgent markers in email (Importance: High !) unless the issue is truly urgent or time sensitive.

In the case where communication is not being followed through in a timely manner as outlined previously the parent or student should notify a different RED member of staff that they have not had a timely communication. Paper Correspondence All paper correspondence will be available to view at regular staff meetings and urgent paper correspondence will be either photocopied and sent on or scanned and electronically forwarded. 35 Resource Management RED Productions supports environmental management and recognises that small businesses can contribute to appropriate environmental schemes very effectively. With this in mind we will strive to deliver many of our qualifications in a paperless fashion with notes and support materials available to view on line. Location of Resources All of our resources can be found on: Candidates will be able to read teaching materials directly from the website or download it from the site onto their personal computer. All students will be asked to complete a questionnaire detailing the access to ICT and printing

facilities. For those who do not have adequate ICT resources paper copies will be made available. To see an example of the ICT Questionnaire please refer to appendix 7 We have a wide variety of materials available in which to assist students with their studies. An example of the following resources can be found as an appendix . Course Information Sheet Appendix 8 Unit Workbook Appendix 9 Unit Assessment Worksheets Appendix 10 Assessment Feedback Appendix 11 Resource Audit Before beginning to teach at a new centre there are a number of questions the tutor must ask themselves. What written materials must you have access to? Do you need paper copies of these materials? What ICT access do you require to teach the unit effectively?

What other materials do you require? E.g. Props, costume. Tutors must then visit the appropriate site and ascertain whether the resources are adequate. If there are any difficulties in teaching the unit then Kirsty Strahan must be contacted immediately with a list of materials required. Mobile: 07710 475 156 Home: 01505 685202 Email: [email protected] [email protected] A Student Checklist (Appendix 12) will also be completed to ensure all candidates have the necessary information to begin their studies with 37 Reference Materials Please enquire with the subject tutor about borrowing reference materials. Subject tutors are always more than willing to loan out books, texts, journals. 38 Support Systems Supported Learning Policy RED is totally committed to providing the highest quality of education and training opportunities for students with

additional support needs. We strive to operate a policy of positive integration throughout. Where it has been identified that a student requires support in achieving a qualification RED will: Assess accommodation needs and access Determine the best support methods available. These may include: Loan of specialist equipment eg laptop, spellchecker, voice recorders. Scribe / reader support in class and/ or for exams Study skills workshops Extra time Large Print for visually impaired learners Additional guidance Differentiated materials 39 Induction, Guidance and Support Systems for Candidates What should the induction programme contain? The induction programme will: provide a programme of monitoring, guidance and support which is tailored to individual needs of the candidate to meet the requirements for satisfactory completion of the qualification. This will include the following activities: Meeting the candidate to collect key educational

background information . Provide and explain introductory information e.g. course information sheets, calendar of term dates and class times, contact details for staff, information about the local public library Ensure application form has been completed satisfactorily and there is no extra information that the candidates wishes to add, e.g. Medical Conditions. Candidates should also have their progress reviewed at regular intervals. 40 Staff Recruitment, Induction and Development Policy All staff recruitment, selection, induction processes are to be transparent, promote equality practices and demonstrate the centres commitment to ongoing professional development. RED will ensure that all staff are involved in training and assessment to ensure they are competent for the functions they perform. Staff will be selected for positions on the basis of skills, qualifications and demonstrated performance relevant to the position on offer. These qualifications must be verified and competence confirmed prior

to appointment. All staff are to be provided with a Staff Handbook which details all policies, procedures and quality documents. All staff are to participate in ongoing professional development relevant to their position and for the purpose of continuous improvement in service provision. 41 Staff Recruitment Procedures A position description including roles, responsibilities, qualifications and experience required is prepared by the Head of Centre. Recruitment of staff is to made in accordance with current legislation concerning equal opportunity and its own diversity opportunities. Positions are advertised. The advertisements are expressed as clearly as possible and delineate the requirements of the position together with the qualifications required of the applicants. All applications are reviewed in line with the selection criteria and a short list of applicants may be drawn up for interview. Interviews are the be scheduled and conducted within 10 working days of the closing date for

applications. An interview panel is convened, the members of which reflect the skills which are required by the position and others who reflect the diverse nature of the centre. The successful candidate is notified by telephone and in writing and a starting date agreed. The unsuccessful candidates are notified in writing within five working days of the acceptance of the position by the successful 42 candidate. Induction On appointment, a file is raised for each new member of staff which contains all correspondence, the members curriculum vitae, certified copies of the members qualifications and any other relevant material including record of interview. Access to these files is limited to the appropriate member of staff. All staff files are kept in a secure locked filing cabinet. Professional Development On commencement of employment or contract, each member of staff is encouraged to pursue professional development activities outside the

organisation and to participate in internal activities. Professional development participation is to be logged and maintained as a record of evidence by Head of Centre. Measures of performance such as evaluation are to be used to substantiate any record of poor performance. Professional development may be recommended where currency of skill or knowledge appears to 43 risk practice. Continuing Professional Development What is Continuing Professional Development? Continuing Professional Development (CPD) is an essential part of the centres commitment to developing staff and to delivering a high quality service. Its purpose is to enhance work effectiveness and facilitate career development; it involves discussing ways in which units of work could be developed and ways in which any difficulties and obstacles to progress could be removed. Among other things, Staff Review and Development ensures that staff are clear about their responsibilities and have a formal regular opportunity to discuss any help they may need in meeting them. Through the process RED aim to: provide an opportunity for positive and constructive

two-way review of work progress allow agreement of an action plan provide for discussion of training needs for current roles and career development. allow for identification and discussion of difficulties or obstacles to job effectiveness provide a way of balancing your personal needs and ambitions with REDs overall objectives This process does not replace good management practice, nor is it used as a disciplinary tool. The details of the review discussion remain confidential between the member of staff and the reviewer (and the Head of Centre), unless you choose otherwise. 44 How is Continuing Professional Development carried out? There are three key stages in the process: 1. Preparation (taking stock, looking ahead) 2. Discussion (through a formal, regular review meeting) 3. Recording (noting the agreed actions and objectives) Who will carry out my review? Your reviewer will normally be the Head of Centre. How often will it take place? If staff are newly appointed, they should expect to be reviewed after completion of their probationary period.

Thereafter, they should expect to have a review at least every two years, although staff can ask for an annual review if they wish. In addition, there may be follow-up meetings to review progress half way through the review period. What happens to the records afterwards? The staff member will be given a copy of the documents. The original copy will be retained in a locked cabinet, to be accessed only by the head of centre. The action plan can be used to monitor staff progress during the review period, and will be used as a starting point for the preparation stage of the next review. It can 45 also provide a useful record to draw up a CV and can act as HEALTH & SAFETY POLICY Introduction REDs Health and Safety policy will consider firstly a statutory obligation to protect the health and safety of employees as defined by the Health and Safety at Work Act 1974 reinforced through subsequent Codes of Practice and workplace regulations. And secondly, a common law responsibility to take reasonable care in all matters relating to staff safety and candidate care. Under Section 2(i) of the HSWA (1974) RED must, so far as is reasonably practicable, safeguard the health, safety and welfare of employees and others who might be affected by the employers work activities. This includes the more particular duties of providing and maintaining:

a safe place of work, with safe access and egress safe equipment and safe systems of work safe handling, storage, maintenance and transport of work articles and substances necessary information, instruction, training and supervision and a safe working environment with adequate welfare facilities. Operational Procedure Any minor concerns should be addressed to the Head of Centre in written form and should be processed and actioned. As soon as possible. A copy of the request and the action taken is then returned to all relevant persons. 46 POLICY ON EQUALITY 1. Introduction Equality and Inclusion underpins all of REDs aims and embraces many aspects of working in the theatre. Many candidates will require additional support at some point in their time with us which will require support beyond the normal provisions. 2. Aims The Policies on Equality, Inclusion and Additional Support Needs aim to ensure that RED provides a nurturing environment where all candidates can achieve their full potential. Every candidate should have opportunities to achieve the highest possible standard. Every candidate should be encouraged to develop a confident sense of personal and cultural identity. Every candidate should be encouraged to

develop respect towards others. Every candidate should be helped to develop the knowledge, understanding, skills and attitudes that will be needed in order to participate in modern society. These aims will be achieved by ensuring that the school takes action in each of the following areas: Race/Religious Equality Gender Physical and Mental Health Social and Economic Disadvantage Support for Learning and Behaviour 47 3. Activities undertaken to achieve the aims in each identified area of the policy 3.1 Race/Religious Equality 3.1a The policy and practices of RED should not discriminate against any candidate because of his/her race or religion. 3.1b The diversity of race/religion within society and within RED should be celebrated as positive for the ethos of the centre. 3.1c It should be made clear to candidates that RED will not tolerate racism. This will be shown through the response and actions of any staff member dealing with an incident of possible racism. 3.1d Candidates should be encouraged to feel that they will be listened to and that their concerns will be promptly discussed with them and action taken until the concern is resolved. There should

be structures to support both those who have suffered racism and those who have been racist. All staff will have a duty to listen and respond to the concerns of candidates and to report any incidents of possible racism. 3.1e Where a racist incident has been deemed to take place the main aim of any sanction is to prevent a recurrence of the situation. A variety of strategies may be used to prevent further incidents. In the majority of racist incidents the most effective strategy will be to make the perpetrator aware of the effect of their actions, to counsel the perpetrator, give a verbal warning and log the incident. 3.1f Opportunities for anti-racist and anti-sectarian education and the promotion of racial/religious awareness and harmony should be used positively. 48 3.1g Reported racist incidents should be logged centrally by the Head of Centre. 3. Activities undertaken to achieve the aims in each identified area of the policy 3.2 Gender 3.2a The policies and practices of RED should not discriminate against any candidate because of gender. 3.2b The curriculum should promote gender equality education and an ethos of equality. 3. Activities undertaken to achieve the aims in each identified area of the policy 3.3 Physical and Mental Health 3.3a The policies and practice of RED should not discriminate

against any candidate because of their physical or mental health. Candidates with a physical or mental disability should have the opportunity to access as fully as possible the curriculum, the support services and the facilities. 3.3b There should be planned and structured support for candidates with long term physical or mental health disabilities. Candidates should be involved in the planning process. 3.3c The support for candidates with physical or mental health disabilities should be individual to their need. Support might include: changes to the physical environment, variation of the curriculum; specialist careers advice etc 49 3.3d All staff should be made aware and given an understanding of the individual needs of candidates with physical health disabilities and staff should take this into consideration in their planning of lessons. If appropriate staff should be made aware of the needs of candidates with mental health disabilities. All candidates should be made aware of the possible signs of abuse, self harm etc and should know the procedures to follow. 3. Activities undertaken to achieve the aims in each identified area of the policy 3.4 Support for Learning 3.4a Candidates with additional needs related to Learning should have the opportunity to access the curriculum as fully as possible. 3.4b There should be planned and structured support for candidates with additional needs.

3.4c The support for candidates with additional needs should be individual to their need. 3.4d There should be support and guidance for staff on Learning issues Information on strategies of support for individual candidates is distributed as appropriate. 4. Management and delivery of the policy All staff have a responsibility in the promotion of Equality, Inclusion and Additional Support Needs and staff development should take place to raise awareness of issues. 50 Appendices Application Form Appendix 1 Pg 52 Consent to Sharing Information Appendix 2 Pg 57 Form to Notify Formal Complaint

Appendix 3 Pg 58 Procedure for Hearing a Complaint Appendix 4 Pg 59 Exemplar Calendar of Teaching Pg 61 Appendix 5 Plagiarism Statement Appendix 6 Pg 62 ICT Questionnaire Pg 64 Appendix 7 Course Info Sheet (Exemplar) Appendix 8

Pg 65 Unit Workbook (Exemplar) Appendix 9 Pg 67 Unit Assessment Sheet Pg 76 Appendix 10 Assessment Feedback Sheet Appendix 11 Pg78 Checklist for New Candidates Appendix 12 Pg83 RED Bank Details Appendix 13 Pg84 51

Appendix 1 RED Unit Application Form Unit/Course Title: Personal Details Mr MissMrs Ms Other: Scottish Candidate Number (if known): Surname or Family Name: First name(s) : Date of Birth: Address: Postcode: Telephone (Home); Mobile: Email: Nationality: Do you live in supported accommodation i.e. Foster Care/Hostel/Residential Care? YES NO Current or last school attended: 52 Qualifications and Results Subject Qualification level Year

Grade Personal statement: Use this box to say why you want to do this course and what your career plans are giving details of work experience or any other relevant information. Please continue on an extra sheet. 53 Support at RED RED welcomes applications from people with disabilities and considers them on the same academic grounds as those from other candidates. It is helpful to know about your disability in advance so that we can arrange support if you require it. The information you provide will be treated confidentially. Do you need our help with any of the following? Learning difficulty Dyslexia YES YES NO NO Autism spectrum disorder

YES NO Visual impairment YES NO Hearing impairment YES NO Other specific special need(s), please specify: If you have given us information about a disability or learning difficulty, we will contact you to discuss your needs in more detail. This information will be passed on to those who will be teaching you. Do you need any other support not shown on this form to help you study? Please Specify: 54

Ethnicity and gender The following question is used only to monitor our equal opportunities policy to ensure it is affective. Your cooperation in completing this question is appreciated as it is used to check that all groups are treated fairly in order for us to make sure our courses and services meet your needs. Circle the most appropriate answer Asian or Asian British Bangladeshi Asian or Asian British - Indian Asian or Asian British - Pakistani Asian or Asian British - any other Asian background Black or Black British - African Black or Black British - Caribbean Black or Black British - any other Black background Mixed White and Asian Mixed - White and Black African Mixed - White and Black Caribbean White British White Irish White - European White - Non-European White - Other mixed background Afghan Arab other Chinese

Iranian Iraqi 55 Japanese Latin/South/Central America Vietnamese Any other ethnic background Prefer not to disclose Is English your first language? YES NO If no, which languages do you speak? Gender: MALE FEMALE What we do with the information on this form? Data collected about learners will be used for educational administration, guidance, statistical research and health and safety purposes. Processing the data provided will enable RED to operate effectively and to plan future provision. Please be aware that signing this form gives consent for RED to hold and use the information about you as stated. We may also use your details to contact you about news and events.

If you would prefer not to be contacted for this purpose please tick this box. Signature: Date: 56 Appendix 2 Consent to Sharing of Information Delete as appropriate. Name: I agree to my personal information being processed and used for the purposes of providing services to promote my welfare and to meet identified needs. I do not agree to my personal information being processed. I understand that this may make it more difficult for the agencies to provide additional help. Signed: Date: 57 Appendix 3 Form to Notify formal Complaint (Stage 2 and/or Stage 3) Candidate Name: Contact Details (including Mobile):

Details of Complaint: (Please be as specific as possible e.g. Giving dates, who was involved and where etc.) Please attach a continuation sheet/ additional information if you wish. ____________________________________________________ What would you like to see done to resolve your complaint and bring the matter to an acceptable closure for yourself and RED. Signed: Date: Please return the completed form to Kirsty Strahan, Whitehurst, 58 70 Milton Road, Kilbirnie, KA25 7EU Appendix 4 Procedures for Hearing the Complaint Introduction The aim of the meeting is o resolve the complaint and achieve a reconciliation between the candidate and RED. The Chair of the External Committee will ensure that the meeting is properly minuted. Although the meeting will follow the structured order below, given potential sensitivities and anxieties, the Chair will endeavour to ensure that the proceedings are as informal as possible and that

all parties are put at their ease. The introduction of new information or witnesses, previously not notified to all parties, would be reason to adjourn the meeting so that everyone has time to consider and respond to the new information. Order of Meeting 1. The Chair welcomes the candidate and his/her companion and introduces the External Committee. 2. The Chair explains the purpose of the meeting, the procedure, and that all written evidence has been made available to the parties. 3. The candidate/companion explains the complaint, calling in witnesses if appropriate. 4. The External Committee question the candidate/companion and witnesses. 5. The candidate and companion retire from meeting. 6. The chair welcomes the Head of Centre. 7. The Chair explains the purpose of the meeting, the procedure, and that all written evidence has been made available to all parties. 59 8. The Head of Centre presents a response to the complaint, including action taken to address the complaint at Stage 1 Appendix 4 Continued 9. The External Committee may question the Head of Centre. 10. The Head of Centre retires from the meeting. 11. The candidate, together with his/her companion, is invited

back into the room to make a final statement, then retires. 12. The Head of Centre is invited back into the room to make a final statement, then retires. 13. The External Committee considers the complaint and reaches a unanimous or majority decision. The External Committee also decides what action (if any) to take to resolve the complaint and, if appropriate, recommends changes to ensure similar complaints are not made in the future. 14. When a decision has been made, the Chair recalls the candidate, then the Head of Centre and each is informed of the outcome and any action to be taken. 15. All outcomes are confirmed in writing to both parties. 60 Appendix 5 Calendar of Teaching Lesson Number Activity Undertaken Homework/ Assessment Notes One

Read general advice, outcome, Task 1 as performance criteria & homework for the assessment conditions. Task 1 following lesson Explanation Two Presentation of findings for task 1. Questioning of students to ensure understanding Three Task 2 Explanation. Begin documentary rehearsal Documentary Rehearsal as homework Four Performance of Documentaries

Muscle Homework Task. Research warm-up routines Explanation of Task 3 Five End of Unit Task 4 Explanation. Practical Exploration of Warmup routines Practical warm-up carried out when students feel they have carried out sufficient preparation Formal Written Assessment of Outcome 1 61 Appendix 6 Plagiarism Statement & Consent Form To plagiarize is to give the impression that you have written or thought

something that you have in fact borrowed from someone else, and to do so is considered a violation of the professional responsibility to acknowledge "academic debts. The most blatant form of plagiarism is reproducing [or submitting] someone else's sentences, more or less verbatim, and presenting them as your own. Other forms including repeating another's particularly apt phrase without appropriate acknowledgement, paraphrasing someone else's argument as your own, introducing another's line of thinking as your own development of an idea, and failing to cite the source for research carried out. The penalties for plagiarism can be severe, ranging from loss of respect to being asked to leave the course. At all stages of research and writing, you must guard against the possibility of inadvertent plagiarism. . . . Plagiarism: All work submitted must be your own work, generated exclusively for your specific qualification, and not work intended for submission in another course. The use of sources (ideas, quotations, paraphrasing) should be properly documented. Qualification: _____________________________________ DIRECTIONS: (1) Read through this statement carefully. (2) Ask questions if there is anything you do not understand. (3) Sign the statement. (4) Return it to your qualifications tutor. I understand that I must use research conventions to cite and clearly mark other people's ideas and words within my course work I understand that plagiarism is an act of intellectual dishonesty. I understand it is academically unethical and unacceptable to do any of the following acts: 62

To submit an essay written in whole or in part by another student as if it were my own. To download an essay from the internet, then quote or paraphrase from it, in whole or in part, without acknowledging the original source. To restate a clever phrase verbatim from another writer without acknowledging the source. To paraphrase part of another writer's work without acknowledging the source. To reproduce the substance of another writer's argument without acknowledging the source. To take work originally done for one instructor's assignment and re-submit it to another teacher. To cheat on tests or quizzes through the use of hidden notes, viewing another student's paper, revealing the answers on my own paper to another student through verbal or textual communication, sign language, or other means of storing and communicating information--including electronic devices, recording devices, mobile telephones, headsets, and portable computers. To copy another student's homework and submit the work as if it were the product of my own labour. I understand that the consequences for committing any of the previous acts of academic dishonesty can include a failing grade for the assignment/ assessment, failure in the class as a whole, and even expulsion from the course. I will not plagiarize or cheat. Name (Print Legibly): _______________________________ Date ____________________________________________ (Signature) _______________________________________ 63 Appendix 7

ICT Questionnaire Student Name: Do you have access to a computer at home? NO Do you have internet access at home? Can you print documents at home? YES / YES / NO YES/NO Would you prefer handouts to be given out on paper or would you prefer to download it at home? PAPER/ DOWNLOAD If there is anything else you would like us to know then please write it in the box below. 64 Appendix 8 Drama: Acting Skills SCQF Level 6 F5KY 12/ASP001 Course Information

Assessment of your performance in the Unit relates directly to the three Unit Outcomes. Assessment is in three parts, and deals with evidence for: 1. an effective development of acting techniques 2. the creation and portrayal of characters in performance 3. an evaluation of acting techniques and performance. Activities Undertaken during the Unit Practical exercises including: Written and oral evaluation of your own acting techniques and performance. 65 Assessment Outcome 1 Outcome 2 Students will be expected to complete a variety of practical exercises. Your tutor will complete an observational checklist

which will record your development. You will also be expected to complete a personal log book explaining and evaluating your own progress. You will be expected to take part in a performance of two performances displaying contrasting characters in front of an invited audience. Each performance will last for approximately 5 minutes. Video evidence will also be gathered as part of your assessment. Your tutor will complete an observational checklist. You will also be expected to complete a personal log book showing your journey from rehearsal to performance. Outcome 3 This outcome may be completed as a written assessment or an oral assessment. It will be an open book assessment, (e.g. You will have access to your notes). The assessment will take place at the end of the unit after your performance. The minimum word count is 1000 words and the suggested time is 9066 120 minutes to complete this assessment. Appendix 9 Real Educational Drama

Movement Skills SCQF Level 6 F5L1 12/ASP001 Outcome 1 General Advice Outcomes these statements describe what you should be able to do by the end of the unit. Performance criteria these statements describe clearly and in detail what you have to do and the standard, which you have to reach. You must demonstrate achievement of all the performance criteria to pass the unit. Instrument of assessment this is the means by which evidence is gathered to show that you have met the standards of the performance criteria. In this unit you will first carry out research and investigation into the reasons for carrying out a warm-up. You will also Outcome be expected to show your understanding of muscle tension 1. Investigate physical preparation for movement.

and relaxation. The instrument of assessment will be a set of restricted response questions. This assessment will have Performance Criteria 2 questions totalling 15 marks. In responding you must show that 1 PCachieved (c) - Carry out safe and effective warmyouOutcome successfully Performance Criteria below. up routines to prepare the body for movement: demonstrate ability to warm-up neck, shoulders, arms, hands, torso, legs and feet; show an understanding of tension and relaxation. Assessment Conditions Restricted Response Questions Outcome 1 PC (a) and (b). This evidence shall be gathered in closed-book, supervised conditions on one assessment occasion near the beginning of the unit. Candidates should not have access to their own notes during this assessment.

Candidates should be allowed a maximum of 45 minutes to complete this assessment. Practical Exercise Outcome 1 PC (c) This performance evidence should be gathered in supervised conditions at appropriate points throughout the unit. Reassessment Time is allowed within units for assessment and reassessment of outcomes. There will be two opportunities for reassessment. One shortly after the original assessment when you have been made aware of the strengths and weaknesses of your first attempt and, should it be needed, a second opportunity at the very end of the unit when you have been given extra support and practice in the knowledge and understanding or skills in which you are being assessed. Outcome 1: Investigate physical preparation for movement. Task 1: You will be required to fully research and investigate the reasons why it is important to physically warm-up and prepare the body. You should also provide adequate justification for your reasons. When you have completed your research you will be expected to present your finding

to the rest of the group in any fashion you wish. There are a number of ways that you can carry out this task. You may want to carry out research using the internet. Here are some websites you may wish to visit. You may also wish to speak with our visiting movement and dance specialists Linda Jackson and Angela Porteous. You may wish to ask another Dance and Movement teacher in the area. You could use the local library and read about the reasons for warm-up preparation. Here is a recommended reading list. Dynamic Stretching by Mark Kovacs Stretching for Dummies by LaReine Chabut and Madeleine Lewis Stretching by Bob Anderson and Jean Anderson If you are still having difficulties obtaining the appropriate information then contact Kirsty on [email protected] and she will email you out some suitable reading material. Task 2: Read the information on the following page. Once

you have read and understood the information below you should work together in group to create a documentary presentation explaining the process of tension and relaxation on muscles. What is a documentary? Documentary : A work, such as a film or television program, presenting factual subject matter in an informative manner and often consisting of actual news films or interviews accompanied by narration. Task 3: You will be required to fully research and investigate safe and effective warm-up routines. When you have completed your research you will be expected to carry out a warm-up demonstrating your ability to warm-up the neck, shoulders, arms, hands, torso, legs and feet. You must also show that you are aware and understand muscle tension and relaxation. You will watch a variety of warm-up videos and for each video you will complete the following report. Video Title: 1. What activities were demonstrated and in what order? 2. Does the video demonstrate warm-up of the following areas? Neck

YES/NO Shoulders YES/NO Arms YES/NO Hands Torso YES/NO Legs

YES/NO Feet YES/NO YES/NO 3. If you answered yes for any of these what specific activities were carried out in order to warm up that area of the body? 4. Which exercises, if any, showed and awareness of muscle tension and relaxation? Task 4: Now write down a list of exercises you would like to include in you warm-up routine. Now answer the following questions: 1. Does your draft routine demonstrate warm-up of the following areas? Neck Shoulders Arms Hands Torso Legs Feet

YES/NO YES/NO YES/NO YES/NO YES/NO YES/NO YES/NO 2. Does your routine show an awareness of muscle tension and relaxation? YES/NO If you answered YES to all of the questions above you should now start to rehearse your routine in preparation for carrying it out with the whole group. Appendix 10 Instruments of Assessment Instrument of Assessment 1 Restricted response questions Drama: Voice Skills SCQF Level 6 F5LF 12/ASP001 Outcome 1 Identify and explain the basic anatomy and

physiology of voice production. Instructions Put your name and date at the top of each piece of paper you use. Write the title Drama: Voice Skills Assessment Outcome 1 Put the question number in the margin. You are required to complete the following written exercise which asks you to identify and explain the basic anatomy and physiology of voice production. You will have 1 hour to complete this exercise. 1 Give any two reasons why breath control is important to an actor. 2 marks 2 Which is the main muscle involved in developing breath control? 1 mark 3 Give an example of an exercise which will help improve breath control. 1 mark 4 How is breath vocalised into sound? 1 mark 5 What affects the pitch of the voice? 2 marks

6 Describe an exercise which will develop pitch. 1 mark 7 Name any three resonators. 3 marks 8 What is a function of the resonators? 1 mark 9 Describe an exercise which will develop resonance. 2 marks 10 What is one function of vocal tone? 1 mark 11 Name the five main organs involved in the articulation of sound. 5 marks 12 Give three examples of articulation exercises. marks 13 Name two benefits of ear training. 3 2 marks 14 Describe the vocal journey from the point of the intake of air to the production of sound and words.

5 marks Total marks: 30 Cut Off Score: 21/30 Appendix 11 Instrument of Assessment 1 Restricted response questions Feedback Sheet Pupil Name: ________________________ Drama: Theatre Skills in Performance SCQF Level 6 F5LB 12/ASP001 Outcome 1 Describe the detailed roles and responsibilities of the actor and director. Outcome 2 Demonstrate knowledge of stagecraft as an actor (PC (a) and (b) only) The assessment is in two sections. Section 1 carries 18 marks and the cut-off score is 11 marks. Section 2 carries 23 marks and the cut-off score is 14 marks. Marking information Section 1 Questions 1 and 3

Did the candidate give a full definition of the directors roles with at least two points explained in detail? YES/ NO 1/2/3 marks Did the candidate give a full definition of the actors roles with at least two points explained in detail? YES/NO Questions 2 and 4 Has the candidate explained two main responsibilities of the director? YES/NO 1/2/3/4 marks Has the candidate explained two main responsibilities of the actor? YES/NO 1/2/3/4 marks Question 5 Has the candidate described in detail at least two aspects of the relationship between the director and the actor(s) and fully justify these aspects ? YES/NO 1/2/3/4 marks Marking Information - Section 2 Answer Scheme 1 (a) Proscenium or end-on. CORRECT/INCORRECT (b) Thrust or apron.

CORRECT/INCORRECT (c) Avenue or traverse. CORRECT/INCORRECT 1/2/3 marks Staging a) advantage given Staging b) advantage given Staging c) advantage given 1/2/3 marks YES/NO YES/NO YES/NO 2 (a) Wings. CORRECT/INCORRECT 1 mark (b) Curtain or drapes. CORRECT?INCORRECT 1 mark (c) Either the back wall of the stage (which can be painted or lit) or a white cloth at the back of the stage which can be lit. CORRECT/INCORRECT 2 marks (d) The prompt side is where the (Deputy) Stage Manager sits and where he/she runs the performance from.

CORRECT/INCORRECT 2 marks (e) The items are: curtains flats lights lanterns projectors sound equipment microphones speakers (Tick those that were named) 1/2/3 marks Question 3 Stage Grid (Put a circle round those that are incorrect) USR USC USL SCR SC or CS

SCL DSR DSC DSR mark for each correct code. 1/2/3/4 marks Question 4 - pause between words CORRECT/INCORRECT getting louder 'crescendo'. CORRECT/INCORRECT stress the underlined word. CORRECT/INCORRECT actor move across to stage right. CORRECT/INCORRECT 1/2/3/4 marks SECTION 1 Total /18 PASS/FAIL SECTION 2 Total /23

PASS/FAIL Name: Assessment Title: Unfortunately you failed to receive a passing mark for this assessment. Below you will find some notes on what you should be revising or where your weaknesses lie. Work on these before your re-sit date which will take place on: ____________________________ Appendix 12 Checklist for new candidates Tick when handed out. Application form Course information sheets, Consent to Sharing Information ICT Questionnaire Unit Workbook Website addresses for resource download Plagiarism Statement Calendar of term dates and class times Names and Addresses of all sites used Contact details for staff, Information about the local public library Health & Safety Policy Equality Policy Student Signature: (This signifies that you

have read and understood the unit procedures) Tutor Signature: Date: 83 Appendix 13 Bank Details Bank account created solely for the purpose of REDs financial transactions. Address: Lloyds TSB 64 Main Street Kilbirnie, Ayrshire KA25 7DD Phone Number : 0845 300 0000 Sort Code: 87-43-10 Account Number: 76551460


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