国际学生入学条件
High School English Verification Letter: If you have attended an American High School either on foreign soil or in the U.S. for at least three years provide an Official Letter from Principal or Head master stating level of proficiency. TOEFL (minimum score of 133 on the computer-based test, or 450 on the paper-based test, or 45 on the Internet-based Test). IELTS (overall band score of 4.5 or higher).
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IDP—雅思考试联合主办方
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雅思考试总分
4.5
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雅思考试指南
- 雅思总分:4.5
- 托福网考总分:60
- 托福笔试总分:450
- 其他语言考试:Duolingo English Test (overall score of 75 or higher)
CRICOS代码:
申请截止日期: 请与IDP顾问联系以获取详细信息。
课程简介
Designing, planning and implementing developmentally appropriate child development programs, and working with school-age children in before- and after-school care settings. Techniques for discipline, guidance, conflict resolution, and relationships. Planning and conducting of interactive activities and games. This class meets the Title 22 licensing requirements for personnel in school-age programs. TB test required for observations.<br><br>Upon successful completion of this program, a student will:<br><br>Use a wide array of developmentally appropriate approaches within the school-age care setting and understand the effects on the social, emotional, physical, cognitive, and cultural development of the school-age child.<br>Be able to evaluate School Age Program regulations, standards, and policies.<br>Understand and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with school-age children and support their school assignments.<br>Analyze principles of human development theories as they specifically relate to the school-age child's growth and development.<br>Understand the importance of developmental domains and academic content areas. Students will use their knowledge and other resources to design, implement, and evaluate schools age activities and curriculum.<br>Be grounded in Child Development knowledge (theory) and use their understanding of young children and their needs to create environments that are healthy, respectful, supportive, and challenging for each school-age child.<br>Be able to explore and evaluate community support services and agencies that are available to families, develop referral skills that help children and families access empowering community resources, and analyze effective advocacy skills that establish effectual public policies pertaining to children and families.<br>Understand theoretical and practical implications of oppression and privilege as they apply to young children, families, programs, classrooms, and teaching. Various classroom strategies.
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