Explain the Differences Between Communicating with Adults and Comminicating with Children and Young People
Unit TDA 301 2. 3 Explain the differences between communicating with adults and comminicating with children and young people. Communicating with children : – Comminicate clear ,concise and appropriate to their ages, needs, abilities by using words and phrases they will understand – actively listening to children – positive respond – asking and answering questions to prompt responses and check understanding – adapt comminication to their language or sen – concentrate what child is saying – use not only verbal but non verbal communication skills like smile, nodding , eye contact etc. Praise and encouragement – Give support while communicating with children Communicating with adult: – use language that will be understood – maintain professionalism and support to other adult – make an eye contact and other non-verbal skills – respect other ideas even if you not sure about them – you can use other forms of communication: wrriten like email, letter, notices, text. – Avoid assumptions about adults (backgrounds) – Summerise and confirm key points to ensure that you clear on whats happening – Resolve areas of poor comminication by disscusing them. Comply with polices for confidentiality, sharing inrormation and data protection References: Teaching Assistant Handbook level 2and 3 by Teena Kamen Unit TDA 307 1. Compare the roles of the teacher and the learning support practitioner in assessment of learners achievements. The main responslibity for a class teacher is to minitor, record and assess children achievement. They need to look after all class, get to know children and monitor how do they progress from term to term to be able to report it to parents and other staff.
Assessment is ongoing process which will take different forms and in role of TA’s is to support teachers with a process. Class teacher provides plan for the lesson in which will put clear objectives so all children progress can be measured. Everyone present in the class need to be aware what those objective are. It is a good practice to display them on the start of each session. Its helping children to see what they learning about and also making it clear for a support staff to understand what they going to support. 2. Summerise the difference between formative and summative assessement.
Formative : assessment is going on all the time. Its purpose is to provide feedback on what children are learning – observations – using open- ended questions – talk to your partner – listening – checking pupils understanding by asking questions – engaging pupils in reviewing progress Summative assessment is what pupil tend to focus on. It is the assessment, usually on completion of a term, year, school, which says whether or not pupil have “passed”. 3. Explain the characteristics of assessement for learning.
Assessemnet for learning – informs and promotes the achievement of all children and encourages them to take responsibility for their own learning journey. The process involves sharing learning objectives with pupils, helping pupils to know and recognise the standards they are aiming for, involving pupils in peer and self assessment, providing feedback which leads to pupils recognising their next steps and how to take them, promoting confidence that every pupil can improve, involving both teacher and pupil in reviewing and reflecting on assessment information. 4.
Explain the importance and benefits of assessement for learning. Assessement for learning is important because its benefits on pupil and teacher. – Help pupils to reflect on their own learning and progress: understand and appreciate their strengths, abilities and areas for developmen, set individual targets. – Provide informatons for governors, parents and teachers. – Improve achievement – Help current achievement – Improve motivation and self esteem – Helps tp set realistic targets – For a teacher reflect on the quality of their own teaching – Assess and identify pupils learning needs Determine the appropriate level, depth and pace of work for pupils – Plan and provide effectively for pupils learning needs 5. Explain how assessement for learning can contribute to planning for future learning. For a teacher- assessement for learning informs about pupils achievement so teacher can take it into account for next session. Encouraging children to assess them self and reflecting on their own learning. For a pupil- will make it clear for them which areas of learning they need to work on and which ones they are really good on.
Having that assessement they can improve on those poor areas and built their confidence when they achieve it. For a learning parctitioner- you will be able to see how pupils meeting theirs needs pupils. Give extra support to those who is needing , give them the most chances to improve their lack. Referances: Supporting teaching and learning in schools (primary) by Louise Burnham UNIT 312 Supporting numeracy development 1. Aims and importance of learning provision for numeracy development All teachers need to understand importance of numeracy development and take responsibility for promoting that learning.
Numeracy is a skill for life, learning and work. Having well-developed numeracy skills allows children and young people to be more confident rising their self esteem in settings and help them enjoy different activities. For these and many other reasons, all teachers have important parts to play in enhancing the numeracy skills of all children and young people. Aims: – To develop a positive attitude to numeracy and maths as an interesting and exciting subject in which all children gain success and enjoyment – To develop numeracy understanding through systematic direct teaching of To encourage the effective use of numeracy and maths as a tool in a wide range of activities within and out of school – To develop an ability in the children to express themselves fluently, to talk about the subject with confidence, using correct mathematical language and vocabulary – To develop the ability to think clearly and logically with independence of thought and flexibility of mind 2. Summarise the national curriculum framework for mathematics incluging age –related expectations of learners as relevant to the setting
Recepion Class- EYFS teacher follow the Fundation Stage curriculum for PSRN ( problem solving reasoning and numeracy) for children in age 4- 5. In this age child like to learn skills by exploring and finding out, by playing, some focused activities. EYFS divides the subject into: – NLC(numbers as labels and counting) , – C(calculating), and – SSM ( shapes, space, measures). Primary School (FS, KS1,KS2) meets learning objectives in seven stands : – using and applying maths – calculating – counting and understanding number – knowing and using number facts – understanding shapes – measuring – handling data 3.
Summerise the organisations policy and curriculum framework for mathematics Class organisations- From Year 1 from the srping term all pupils have a dedicated daily mathematics lesson in their usual class groups. Lesson need to be balanced between a class teaching , quided – group teaching, paired and individual practice. To provide adequate time for developing numeracy skills each class teacher provide 45 minutes mathematics lesson in ks1 and 50-60 minutes lesson in ks2. In the reception class activities are taking place across the school day for approximately 45 minutes in total in a cross curricular learning environment.
Mathematics is linked to other subjects so pupil develop and apply their mathematics skills. Children are encouraged to do corrections completely. Homeworks are set regulary in ks2 and where appropriate in ks1. Homeworks are marked and feedback given. 4. Explain the teachers programme and plans for mathematics and learning YR and Y1 Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. They develop ways of recording calculations using a pictures. Then they use numberlines and practical resources to support calculation and teachers demonstrate the use of the numberline.
Children then begin to use numbered lines to support their own calculations using a numbered line to count on in ones. Bead strings or bead bars can be used to illustrate addition including bridging through ten by counting on 2 then on 3. Y2 Children begin to use empty number lines themselves starting with the larger nember and counting on : first in tens and ones. Then helping children to become more efficient by adding the units in one jump. Followed by adding the tens in one jump and units in one jump. Then bridging through ten can help children become more efficient.
Higher attaining pupils also are able to solve calculations mentally. Y3 Children continue using empty number lines with increasing numbers including compensation where appropriate. Pupils begin to use informal pencil and paper methods to support, record, explain partial mental methods building on existing mental strategies. Y4 Children will begin to carry below the line. Higher attaining pupils will be also be able to work out it mentaly. Y5 Most pupils work out mentally and explain how. Children should extend the carrying method to numbers at least four digits. Y6
Most pupils will use partitioning to mentaly solve calculations. Referances: Supporting teaching and learning in schools (primary) by Louise Burnham Curriculum Pilicy for Mathematics 317 Support bilingual learners 2. 1 Summerise the organisations policy and procedures for supporting bilingual learners. Children who are learning english as an additional language have linguistic skills similar to those of monolingual english speaking children. Their ability to participate in the full curriculum may well be in advance of their current ability to communicate in english.
The aim of policy is to help ensure that we meet all the needs of Eal children. Teachers use various methods to help children who are learning english as an additional language: – developing their spoken and written english by for example giving them appropriate opportunities for talking and using talking to support writing. – Ensuring their access to the curriculum and to assessement by for example using their first language where appropriate, providing dictionaries. Our school receives and uses support from the Lncolnshire EMAS Service to support both staff and EAL children. . 2 Summerise theories of first language acquisition and additional language acquisition and learning Noam Chomsky believes that children are born with an inherited ability to learn any human language. He claims that certain linguistic structures which children use so accurately must be already imprinted on the child’s mind. Chomsky believes that every child has a ‘language acquisition device’ or LAD(language acquisition device) which encodes the major principles of a language and its grammatical structures into the child’s brain.
Children have then only to learn new vocabulary and apply the syntactic structures from the LAD to form sentences. John Macnamara – said that rather than having an in-built language device, children have an innate capacity to read meaning into social situations. It is this capacity that makes them capable of understanding and learning language, not the LAD. Katherine Nelson – found that 60% of children’s early word phrases contained nouns, then verbs, pre-mods and phatic and she also said that the nouns were more commonly things that surrounded the children i. e ball, mum, cat.
Nelson also said that in Re-casts (Ben – “me ball” mum – “pass me the ball”) children whose sentences were re-cast performed better at imitating sentences. David Crystal has the theory that children learn language in five stages, which aren’t clearly defined and some tie in with each other. Stage one This is where children say things for three purposes: toget something they want,toget someone’s attention,todraw attention to something. Stage two This is where children usualy ask question “where” Stage three By now children would be asking lots of different questions but often signalling that they are questions with intonation alone.
Stage four This is when children use increasingly complex sentence structures and begin to: Explain things, Ask for explanations using the word: “why? ”, Making a wide range of requests: “shall I do it? ” Stage five By this stage children regularly use language to do all the things that they need it for. They give information, asking and answering questions. 2. 3 Use knowledge of language acquisition theories and the needs interest of individual learners to support learning and development of the target language. – talking to children even if they dont respond develop relationship with children – recognise and respond to the needs of pupils – if possible use their first language ( dictionaries, materials, pictures) – use a lot of praising – facal expresions – inclusion in small group with other children – do activities which develop language like a role play – encourage children to interact – accept non verbal responses – use the varied questions – support children to developing relationship Referances: Supporting teaching and learning in schools (primary) by Louise Burnham English as an Additional Language (EAL) Policy
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