I had the impression from reading the assignment that is was to be be set out as Alice's concerns followed by teachers reponse ending with Alice's 'rounding up' of the situation.

Can it be written as a 'play' then, as this would be my natural instinct?

ps, the tutorial notes are great, I'm going to try and print them off, thanks. I have 2 teachers acting out the scenario for me tomorrow so they will be useful for them so they act the scene in the right direction!

yes as a play dialogue is great Buttercup...with a conclusion, like you say, rounding up the ideas.....also put in that they will meet again to review the situation when the teacher has seen how the little girl has settled in and they both have had time to assess how she is doing

and dont forget they may both speak differently

i found Bluebells notes really helpful too

Yes, I did it as a play and got good marks for it.

However I could have picked up more but I finished the dialogue with the teacher summing up [like arranging another meeting later in the term etc.... But then got told by tutor that I MISSED OUT the parent summing up? so I'm assuming the dialogue must finish with the parent's summing up of the conversation. Just check your assignment guide.

i did the summing up bit and got a comment about it, so make sure they both agree that

I thought I would sum up by talking about an IEP as it would mean input from all parties, including the child in theory.

Thanks for all those tips, I have a feeling there will be a lot of editing to keep it within the word count!

I have just been re-reading the notes for TMA02 which I have completed half the reading for. I am finding this course so enjoyable I am about 3 weeks ahead of the timetable which is a first!

I got 85% for TMA-01 which i am thrilled with but now the pressure is on to keep it up!

I just wanted to make sure I am interpreting the TMA correctly. I am going to do scenario 1, the teacher and parent so am I writing about the parents concerns and her desire to ensure 1 to 1 support is provided to support her daughter and that the school can 'cope' with her? Is this then responded to by the teacher who would reassure her that the needs are going to be met and how this will be done in an inclusive environment. I wanted to say that 1 to 1 support wouldn't be given as this is my own schools policy but explain how this would work.

I hope this makes sense! I still have half the reading to do so it may become clearer for me. (I am also aware I need to mention discourses at all available opportunities!)

yes thats the way i did it, so the teacher will respond to the mum saying how the support will be for the child, how the class will work and other strategies that will be used

i seem to remember this is a child coming in from nursery , so she may not have yet been assessed as having any needs so i put that they would observe her and arrange a meeting in the future to follow up and get outside agencies involved as/if necessary. Also not to make the school out to be brilliant, as sometimes things will go wrong, there may not be a TA around etc etc. It is a learning experience for them all

Hi there, sorry to gatecrash this forum. I've just finished E111 and I'm looking at either a literature level 2 60 point course or possibly this one (so continuing my 'education' studies). As a 30 pointer, what is the work load like and also do I have to be based in a school as I volunteered in a school for E111. Thanks for any info!

Hi there again! I've found some really helpful links from previous E243ers and they had alot of info about the course and the TMA's so I have a better understanding of what it's about now.....sounds interesting. Would still like to know though how many hours a week the course requires. E111 said allow about 16 hours a week as it is a 60 pointer but I managed to get most weeks done in about 10 hours. Any advice is much appreciated. Thanks.

Hi dolphin,

I spend a couple of hours a week max, a bit more when the TMA's are due and I have found this much more enjoyable than E111. There is a lot of reading involved but it is really interesting and I find it really easy to get ahead of the timetable despite working 5 days a week.
You don't need to be based in a school for this course and I thoroughly recommend it!!

Thanks so much for that info! It really is time for me to start deciding what to do next and I want to be armed with info so that I can make a good decision! Thanks again!

I would say if you have coped well with E111 then E243 will be manageable. in fact I preferred E243 because they give more word count as the TMAs progress and expect you to discuss issues whereas E111 i felt only expected you to get factual accounts down [because of the limited word count.
I also liked it because each TMA is structured in a different way so you don't get fed up with the same format.

This is one of those courses that I came away from feeling I had really enjoyed reading and writing about inclusion and it really makes you reflect on your thinking. Not necessarily change your views but be more open to see different views.
This can be included as part of the childhood and youth studies too.