1.0 National Museum ( in Malay called

1.0 Introduction
The place that I visited on 4 July 2018, Wednesday, is National Museum ( in Malay called Muzium Negara) which located at Jalan Damansara in Kuala Lumpur, Malaysia. It was opened in 31 August 1963 with its displays spread out onto two floors. The various galleries housed within the Museum provides interesting insights into the country’s development. The diverse galleries included Gallery A (Prehistory Gallery), Gallery B (The Malay Kingdoms Gallery), Gallery C (The Colonial Era Gallery) and Gallery D (Malaysia Today Gallery) (Malaysia-traveller.com, 2018).
Prehistory Gallery which displays the incident that related to historical research and archaeological excavations(Malaysia-traveller.com, 2018). The Malay Kingdoms Gallery which traces the history of the early Malay Kingdoms in Archipelago, with the Malay Kingdoms of Melaka in the 15th century(Bing.com, 2018). Colonial Era Gallery covers the coming of Portuguese, followed by the Dutch and then the British and Japanese and these countries affected on Malaya(Bing.com, 2018). Malaysia Today Gallery which include what happening of the independent of Malaysia and the economic development of Malaysia.

2.0 Three highlighted Things
The three highlighted things that I learned in this educational tour was at the Gallery A and the there are PERAK MAN(REPLICA), Bronze Bell and JAR(or URN BURIAL).
PERAK MAN(REPLICA)(Figure 1)considered be the most meaningful discovery of the remains of a modern man(Homo sapiens) ever discovered in Malaysia, both because it’s antiquity of over 10,000 years ans also because of its most complete anatomical state. He was buried in a crouched position along with several burial goods which included some tools and food such as shells and animal bones were found in the cave. The most highlighted things in this was taught by the guide that how they communicated with each other and how to differentiate their gender at the moments. They were wrote on the wall as a mural to marked down their daily life(Figure 2).
2.2 Bronze Bell
THE BRONZE AGE(Figure 3) is the discovery of a moulding material produced by the local community to make bronze axe at the Gua Harimau archaeological site, in Perak clearly proved that the Bronze Age have existed in Malaysia approximately 3000 years ago. The highlighted things of this was the bell which hang by the elephant that gave signal to others people who were around the place that they at and the bell can be heard five kilometers away.
JAR(or URN BURIAL)(Figure 4) is a practice among communities in Sabah, Sarawak and Terengganu. Human remains in the form of bones ash after cremation were interred in jars at this site. Highlighted things of this that I taught by the guide that the corpse are left to decompose at a site that is safe from wild animals and later, the skull and bones were collected and arranged in a jar that is then placed on the floor of limestone caves. In the past, people already knew that how to buried the corpse that used their own ways.

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3.0 Exhibited element in this tour
The only one exhibited element in this tour is AVALOKITESVARA(Figure 5) which placed at the Gallery B. AVALOKITESVARA is National heritage artifact. It found in a tin mine belonging to Anglo Oriented at Bidor in Perak, 1936. It is made of bronze and it has eight arms. It was dated when the culture of the region was Hindu-Buddhist which the time around 7th and 12th centuries AD. Reasons that I chose this because it was appeared before the Buddhist portrait of Guan Yin(Figure 6) (Bing.com, 2018). Second, it made by iron so it was very heavy therefore it need to have minimum five person to move from one place to another place.

4.0 Perception of Malaysia change after this tour
After this tour, perception of Malaysia for me was changed because of those people who contributed to help Malaysia became independence was mighty and they have no responsible to fight for independent but they still put intention to force on it because they knew that if Malaysia became independence, all the Malaysian will increase their living standard and changed their lifestyle. I feels glad and proud that I live in Malaysia because

5.0 How this tour on being a responsible citizen
After visited this tour, I knew that it is necessary be a responsible citizen to our country that protect and cherish things that having in Malaysia. Because the process of gaining independence was fulled of challenge but they still put a lot of effort to make it successful. In our daily life, we should willing to help others who facing problems and respect for others because different people got different culture. We should have to be patriotic to our country to

6.0 Social issue during the tour
The social issue during this tour was happened at the Gallery C. It was one little boy was lost and crying because he couldn’t find his parents at that time and his parents also didn’t realize that their children was missing. The reason that cause it happened was the parents didn’t take care of their children. To avoid this situation occur again, parents should pay more attention on their children and prohibit children running around the Galleries.

7.0 Self-reflection
I was excited that I am been to National Museum because I didn’t go there before. I am appreciate to my Lecturer, Ms Sara who gave us a chance to have a visit on it. After this tour, I had learned a lot of history in Malaysia that I didn’t learned on text book in my secondary school. I also knew the National Museum are conducting the histories of Malaysia and National Museum as a travel sigh for tourist to tourism.

8.0 Conclusion
In conclusion, I learned that the origin of National Museum in Malaysia and where is it located at. Independent of Malaysia was fulled of challengers which included external challengers and internal challengers. The three highlighted things that I learned are PERAK MAN(REPLICA), Bronze Bell and JAR(or URN BURIAL). We should be more patriotic and respect others to protect our country to become more prosperous.

1. Explain what you consider will be your main role and responsibilities as a teacher/trainer in education and training.
I would consider my main role to be a motivating and reflective facilitator looking to create an inclusive classroom environment using a lesson plan. My lesson plan would be well planned and prepared with clear aims and learning outcomes. I would aim for the 80/20 divide ‘flipping’ the main contribution over to the learners. With their participation they can engage, learn and develop their skills to the best of their ability.
My responsibilities would be to –
• demonstrate professional behaviour to inspire learners
• promote a safe and supportive learning environment
• encourage appropriate behaviour and respect for others
• design a lesson plan appropriate to the course aim, that incorporates a variety of learning resources
• plan learning activities based on the needs of the group
• share best practice with colleagues and learners
• adhere to key legislation, regulatory requirements and codes of practice
• recognise when and where to signpost a learner
• maintain an accurate record of individual learners’ progress and future needs
• keep accurate records of recruitment, retention, achievement and progression
• contribute, feedback and reflect with colleagues in order to improve the experience and achievement of learners
• be organised
• be reflective, learning from what went well and what did not

2. Explain how your role will involve working with other professionals, and what the boundaries are between your teaching role and other professional roles.
My role will mean working with a variety of internal and external professionals. Support staff such as, administration, career advisors, welfare support, supported learning, student records and finance and estates. I would be working with other teachers/trainers when asked to reflect on existing lesson plans and create new ones, also through observation and feedback sessions. The professionals externally would include OFSTED, external verifiers, employers, employment services and colleges.
As a teacher/trainer it is important for me to be aware of my boundaries and where my role as a teacher stops. I need to know of the professionals around me, who they are and what they do, and recognise when to refer a student to them for support. I would look to use the suitable support to get the right help for the student and not attempt to get personally involved myself. It is crucial that I value the role and responsibilities of the professionals working around me and understand their procedures. This understanding will ensure the learner will receive a professional, reliable support service in a timely manner. Any hesitation or referral to the incorrect support could hamper their learning capability and they could end up becoming demotivated.
3. Summarise the key aspects of legislation, regulatory requirements and codes of practice relating to your role and responsibilities as a teacher/trainer.
It is important that I keep up to date and fully comply with all relevant legislation relating to my role. Legislation such as –
? The Data Protection Act 1998 – the processing of information relating to individuals, including the obtaining, holding, use or disclosure of such information.
? The Equality Act 2010 – to promote equality and to eliminate discrimination, treating all learners fairly and with equal respect. Giving learners the opportunity to participate on equal terms and with an equal expectation of success.
? Health and Safety at Work Act 1974 – requires that all practicable measures be took to manage risks.
? The Further Education and Training Act 2007 – implements recommendations made in the White Paper “Further Education: Raising Skills, Improving Life Chances”.
? The Education Act 2011 – Every child deserves a good education and every child should achieve high standards. The evidence and data presented in this report looks at gender, ethnicity, special educational needs (SEN) and disability, and socio-economic disadvantage.
It is also important that I keep up to date with codes of practice or policies such as –
Safeguarding – a term that is broader than ‘child protection’ and relates to the action taken to promote the welfare of children and protect them from harm. Safeguarding is everyone’s responsibility. Some learners may experience personal difficulties of a safeguarding nature whilst on their course. I have a duty of care to know which designated staff to contact with safeguarding issues.
Prevent strategy – This government strategy is about preventing terrorism and individuals becoming terrorists. A key message from the police in ‘if you suspect it, report it’ If I had any concerns about something I may have observed or an individual, then I would need to speak with a member of the safeguarding team.
Environmental awareness – to understand and manage environmental, social and economic affects and the prevention of pollution associated with activities. I would have a responsibility to learners and colleagues to increase and improve awareness of their environmental impacts.
Code of conduct – to be aware that learners are entitled to a high quality of service and that they have certain rights and responsibilities. I would also need to be aware of our expectations of them.
IT Acceptable Use Policy – defined as activities that are in line with the expectations of a user’s role in the workplace. In relation to learners, this includes undertaking activities related to their programmes of study or associated activities.
The legislation and codes are there for the protection of myself and learners.

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4. Explain how you would maintain a safe and supportive learning environment.
I would have to adhere to Health and Safety needs, so I would ensure the room size was appropriate to accommodate the number of learners and that the room temperature was suitable with good lighting. I would check the room had the correct working equipment required for the session.
Using effective communication skills both verbally and non-verbally, smiling, using learner’s names to make them feel important and valued, using pitch and tone to sound welcoming and interesting, I would deliver my welcome and introduction clearly and begin the session with an appropriate icebreaker.
‘When learners do not know each other, the icebreaker would help them introduce themselves to each other. An effective icebreaker will warm up the conversation and ensure that the learners enjoy their interaction and the session.’ https://www.thebalance.com/what-is-an-ice-breaker-1918156
I would reassure the learners that it is my role to support them and that with their co-operation we need to agree clear expectations and ground rules for the group. The group can decide these with my guidance. It is my role to create a positive atmosphere which reduces or eliminates any fears or negative experiences and motivates them to learn.
The ground rules can help create a safe environment where learners feel willing to take risks, get involved and even make mistakes along the way. I would be enthusiastic, encourage, and provide opportunities for discussion. The sooner the learners connect the quicker they will be open and willing to share and learn with everyone.
5. Explain why it is important to promote appropriate behaviour and respect for others.
With a consistent and positive approach, I would refer the learners back to the ground rules set out from the beginning when necessary then learners know what to expect from myself and what I expect from them. Leading by example and through effective communication, I would look to encourage positive behaviour and look to manage and improve behaviour using the behaviour management tools and behaviour management advice. I would ask the group to respect and consider everyone’s input, views and ideas without interruption and to value the inclusion of everyone. This is important as it makes the learner feel comfortable, included and confident to share opinions and participate in a more interactive way to maximise active learning.
‘People work best when they feel that they are part of a collaborative working environment.’
6. Explain ways to promote equality and value diversity with your learners.
I would treat all learners fairly and equally. It is important that I maintain a professional distance and not become too friendly with learners but build a relationship based on mutual trust and respect. I would value all learners equally and encourage an inclusive active learning environment. Learning materials should not discriminate against anyone and should be adapted where necessary (large print/audio format). To ensure no learner is treated unfairly, I need to be aware of different learning styles and when preparing my lesson plan take into consideration the environment, the classroom lay out, and make sure the teaching includes auditory, visual and kinsthetic learning styles.
Diversity is valuing individual differences and as a teacher this could be promoted through inclusion. I would promote the term ‘we’ to nurture a group ethos that the classroom is a shared environment for all. Expanding on the ground rules I would establish an atmosphere of listening to alternative points of view and encourage learners to share ideas even if they are not the views they personally believe. When learners share these types of things with others, they promote an awareness of diverse backgrounds and experiences, which promotes diversity.

7. Explain why it is important to identify and meet individual learner needs and describe the points of referral to meet these needs.
It is important to identify and meet individual learner needs so that learners feel valued and supported. When support is applied to overcome barriers to learning the learner is made to feel included and not left out. This can encourage the learner and boost their confidence. When individual learner needs are met the best possible learning environment has been created resulting in a motivated learner that feels enabled to develop.
Learner needs can be identified at any point in the Teacher/Training Cycle.
Ways to identify a learner need for referral could include –
? An application
? An interview
? An assessment
? A review
? Shared information with colleagues
? An Observation

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1. Massachusetts and Virginia were different and similar in many ways. In this essay I will tell you and explain why I say these things about the colonies, and explain to you which colony was more successful than the other and why they were more successful.
The Virginia Colony was the very first of the original 13 colonies in America. The 13 colonies were divided into three regions including the New England Colonies, the Middle Colonies, and the Southern Colonies. The Virginia Colony was founded by John Smith and other colonists in 1607. The colony had many natural resources including forests, fish, and agricultural land. The Virginia Colony’s trade and export included tobacco, cotton, livestock, fruit, grain, and vegetables. Plantations were common in the Virginia Colony, where cotton and tobacco were often grown in large quantities. The Southern Colonies had the largest slave populations of all the colonies. The slaves worked on the plantations that grew cotton, tobacco, sugar, rice, and indigo, among others.
Plymouth Colony was founded in 1620, at Plymouth, Massachusetts, by Pilgrims who arrived on the Mayflower, a ship carrying settlers. The Massachusetts Bay Colony wasn’t settled for another 10 years. Massachusetts Colony was one of four colonies that made up the New England Colonies. When the Pilgrims first arrived in 1620 it was the local Wampanoag Indians who taught them how to plant crops. The Indians and the Pilgrims went on to celebrate the first Thanksgiving in the New World together. Major industries in the Massachusetts Colony included fishing, livestock, farming, lumber, and shipbuilding. Natural resources in the Massachusetts Colony included forests, furs, fish, whales, and some farming. Although it was difficult to farm because of the rocky terrain, colonists still farmed for beans, corn, squash, pumpkins, wheat, and rye.
The colonies of Virginia and Massachusetts were similar in some ways and different in others. They were both founded in the first half of the 17th century and they both practiced some form of self-governance. They had very different climates, however, which meant that the Massachusetts economy was driven by things like shipping and shipbuilding while Virginia’s warmer temperatures allowed for an agriculture-based economy. Virginia was a plantation-based and cash-crop-oriented economy. This led to the importation of slaves from Africa to work the land. They saw Virginia as a place where a quick profit could be earned before returning to the home country. In Virginia, once settlers realized that tobacco and other cash crops could be highly profitable they began to separate geographically onto large plantations. Each plantation became a community unto itself. New Englanders came to America primarily to exercise religious beliefs that were denied to them prior to the English Civil War. Religion defined almost every aspect of New England life. Religion was much less significant in Virginia.


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