How a Learning Support Practitioner May Contribute to the Planning, Delivery and Review of Learning Activities
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- Date Submitted: 06/17/2012 06:13 AM
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ESSAY
❖ Describe how a learning support practitioner may contribute to the planning, delivery and review of learning activities
❖ Describe the sorts of problems that might occur when supporting learning activities and how to deal with these
Findings
A learning practitioner may contribute to the planning, delivery and reviewing of learning activities to ensure children make the best possible progress within the context of the curriculum. Planning in schools is based on a collaborative approach between teachers which promotes professional discussion, effective use of time and limits any planning duplications. Plans are typed on computer so that they can be amended quickly to take account of any changes within the school curriculum. Planning is organised into short, medium and long term planning phases.
Short term plans are carried out by the teacher in informal meetings. They are written by the teacher. The learning support assistant (LSA) may or may not contribute to this depending on the school.
Short term planning should be linked to medium term plans, which in turn are linked to long term plans. Short term plans aid in the structure and content of a lesson and take account of children’s progress and level in previous lessons. It enables teaching staff to question children about what their ideas are and what resources will be needed (Kamen 2010)
Medium term planning involves planning for a specific sequence of work or subject, for a period of one term (Model School Policy on Planning – NASUWT the Teachers Union, 2010). It identifies learning objectives and outcomes linked to the curriculum. It also takes account of the time needed to cover these objectives, the resources needed and how it will be assessed.
When a good medium term plan has been achieved, a short term plan should not be time-consuming as all of the learning objectives, outcomes and teaching activities will already be noted. This makes short term planning more focused on...
❖ Describe how a learning support practitioner may contribute to the planning, delivery and review of learning activities
❖ Describe the sorts of problems that might occur when supporting learning activities and how to deal with these
Findings
A learning practitioner may contribute to the planning, delivery and reviewing of learning activities to ensure children make the best possible progress within the context of the curriculum. Planning in schools is based on a collaborative approach between teachers which promotes professional discussion, effective use of time and limits any planning duplications. Plans are typed on computer so that they can be amended quickly to take account of any changes within the school curriculum. Planning is organised into short, medium and long term planning phases.
Short term plans are carried out by the teacher in informal meetings. They are written by the teacher. The learning support assistant (LSA) may or may not contribute to this depending on the school.
Short term planning should be linked to medium term plans, which in turn are linked to long term plans. Short term plans aid in the structure and content of a lesson and take account of children’s progress and level in previous lessons. It enables teaching staff to question children about what their ideas are and what resources will be needed (Kamen 2010)
Medium term planning involves planning for a specific sequence of work or subject, for a period of one term (Model School Policy on Planning – NASUWT the Teachers Union, 2010). It identifies learning objectives and outcomes linked to the curriculum. It also takes account of the time needed to cover these objectives, the resources needed and how it will be assessed.
When a good medium term plan has been achieved, a short term plan should not be time-consuming as all of the learning objectives, outcomes and teaching activities will already be noted. This makes short term planning more focused on...