Explain How a Learning Support Practitioner May Contribute to the Planning, Delivery and Review of Learning Activities.
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- Date Submitted: 04/22/2012 03:44 AM
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Unit 303.6.1
Evaluate how own knowledge, understanding and skills in literacy, numeracy and ICT impact on practice.
Outstanding planning, delivery and review can be achieved when the teacher and their teaching assistant work together to communicate the needs of the children in their care.
Within my setting, the teachers have responsibility to the overall planning of the curriculum. They complete the long, medium and short term plans, with appropriate detail and differentiation of tasks. The long and medium term plans are completed remote of interjection from the teaching assistants. However, when short term or daily plans are produced, feedback and comment made by support staff are used to amend or “tweek” these plans to reinforce, revisit or extend learning. Carefully planned activities may need to change in-part, or, whole when it is apparent that the individual learners require them to be. Having the ability to adapt or amend is essential. Any adaptation must be explained to the teacher with reasons and justification for the changes.
The T.A’s primary role is to support small group activities. Working on a day to day, week to week basis, we gain a clear idea of individual capabilities and weaknesses. Assessment information is fed back to the teacher, both verbally and in written form. Each child’s performance is individually assessed against the class and their individual learning objectives and targets. Feedback must be relevant and clear, and be compliant with the schools policies on Assessment For Learning and Assessing Pupil Progress. It is essential that the children are given detailed feedback to enable them to understand the next step on their learning journey.
Unit 303.6.1
Evaluate how own knowledge, understanding and skills in literacy, numeracy and ICT impact on practice.
Outstanding planning, delivery and review can be achieved when the teacher and their teaching assistant work together to communicate the needs of the children in their care.
Within my setting, the teachers have responsibility to the overall planning of the curriculum. They complete the long, medium and short term plans, with appropriate detail and differentiation of tasks. The long and medium term plans are completed remote of interjection from the teaching assistants. However, when short term or daily plans are produced, feedback and comment made by support staff are used to amend or “tweek” these plans to reinforce, revisit or extend learning. Carefully planned activities may need to change in-part, or, whole when it is apparent that the individual learners require them to be. Having the ability to adapt or amend is essential. Any adaptation must be explained to the teacher with reasons and justification for the changes.
The T.A’s primary role is to support small group activities. Working on a day to day, week to week basis, we gain a clear idea of individual capabilities and weaknesses. Assessment information is fed back to the teacher, both verbally and in written form. Each child’s performance is individually assessed against the class and their individual learning objectives and targets. Feedback must be relevant and clear, and be compliant with the schools policies on Assessment For Learning and Assessing Pupil Progress. It is essential that the children are given detailed feedback to enable them to understand the next step on their learning journey.