Involving young people in planning and reflecting on their own learning through assessment, evaluation and personal learning planning is essential and this is the responsibility of all practitioners regardless of the learning setting. Universal support will help young people to identify and plan opportunities for achievement through activities covering a full range of contexts and settings, whilst meeting individual needs and providing effective learning activities that address barriers across the curriculum in every context and setting. Additional Support Some young people will benefit from additional or targeted support, tailored to their individual circumstances. This could be at any point of their learning journey or, for some, throughout the journey. 1.2 explain the role of practitioners in providing impartial information and advice to children and young people 1 Young people are informed about how information, advice and guidance services can help them and how to access the services they need.
Intervention strategies, such as additional support, can then be put into place. According to the National Curriculum Inclusion Statement, schools must provide a curriculum which ensures active participation and achievement of all pupils, recognise pupils’ entitlement to high-quality learning experiences, meet the needs and interests of all pupils, recognise and overcome potential barriers to learning and assessment. Personalised learning ensures that all children, regardless of their background, special educational needs, disability or culture, receive the support they need to make progress. Student voice is a powerful way into personalised learning. Personalized learning is successful in schools where student voice is engaged that’s means to involve pupils in the school community and in the process of teaching/ learning and the students are more motivated to learn and to see school as an institution more relevant to their lives.
Pupils must be familiar with learning objectives, outcomes and success criteria and feel confident in how to interpret them. Pupils should be involved in the target setting and assessment of their work. ( c) The learning support practioner Should be fully aware of the learning objectives. Will advise teachers of pupils who may need additional or consolidation work in order to enable them to achieve outcomes. Lead guided group sessions for explicit formative assessment opportunities.
The key strategic purpose of the teachers is to prepare lessons to impart information and make them as interesting as possible to keep children engaged and to promote learning by leading discussion and encourage participation. They must ensure the classroom environment is supportive for all learners. Teachers should prepare homework and assignments to assess learner’s progress and feed that back to both students and families. Support staff roles refers to any school employee allocated to assist administrators, teachers etc. to address special needs within the school.
Before carrying out activities, you will need to have an awareness of the curriculum and stage at which pupils are at. As a member of support staff, as time goes on and the more experience gained, the more will be learnt about particular students and how they work best. It is ideal if support staff access school records about pupils learning to ensure they are up to date, familiar and prepared with supporting individual
Through doing this and practising the skills that they have learned the children will be able to take ownership of their learning and be able to apply it in different situations. To provide high-quality experiences for young children we should aim for a balance of one-third adult-directed activities and one-third child-initiated activities. The other third of the time should ideally be taken up by child-initiated activities that are then picked up on and supported by an adult – these are opportunities for ‘sustained shared thinking’ to take place. Children learn through first-hand experiances and activities with the serious business of ‘play’ providing the vehicle. Through their play children practise and consolidate their learning, play with ideas, experiment, take risks, solve problems, and make decisions… First-hand experiences allow children to develop an understanding of themselves and the world in which they live.
The ability to evaluate children’s learning to identify possible learning difficulties. A willingness to support and commit to the school and it’s strive for continual improvement. An ability to tackle unfamiliar situations using problem solving skills, enjoy working with children, have a well-developed imagination and be creative. Have enthusiasm for teaching young children, have flexibility to create curriculum that is engaging and age appropriate. Ability to reteach material to students until they understand it.
(ISLLC 2008: 1A) | Administrators will understand that collaboration as a team is essential to develop a clear and consensus vision for the school.Administrators will understand to value the inclusion of all educational stakeholders based on the premise that the primary goal is the education of all.Administrators will understand to believe in a vision that achieves high standards through continuous school improvement. | What resources are needed to ensure and measure the learners understanding of the vision?What can the faculty and staff does to support the school’s vision?How can the parents and community members contribute to reach the school’s vision?How does your school’s environment reflect the cultural needs of the community of stakeholders? | 1.2 Administrators will understand the importance of, and utilize, effective communication skills to execute the vision. | Administrators will be able to successfully align learning goals to promote the success of all students. (ISLLC 2008: 1A) | | | 1.3 Administrators will possess the knowledge to successfully implement data analysis
Supporting learning activities. TDA 2.10 1, 1.1 Planning helps structure teaching and learning. It enables us to look at what pupils have achieved so that they can progress to the next stage. Planning, Teaching and Evaluation form a cycle which should be followed and it is important to be aware of medium or long term plans for the class to ensure that any learning resources that may be needed are accessible. Through planning in advance you will be able to make preparations for the lesson and discuss any issues you may have or not understand with the teacher.
What are the solutions to this national issue? All students need knowledge and skills to be successful in a constantly changing world. By evaluating schools throughout the country we can learn what issues are present and how to take action to make reforms. There are ten elements of a successful school that have been identified by the Alliance for Excellent Education. They include challenging classes, personal attention for all students, extra help for those who need it, bringing the real world to the classroom, family and community involvement, a safe learning environment, skilled teachers, strong leaders, necessary resources, and user-friendly information.