Newsletters to parents showing the topics their child is to be learning about, also how they would like parents to be included with their children’s learning. Any important events that will be happening during the term to be shown in newsletters. 4.2 Describe how laws and codes of practice promote pupil wellbeing and achievement The laws and codes of practice promote pupil wellbeing and achievement because the schools must abide by rules set down. The laws and codes of practice each have parts that cover wellbeing and achievement. The UN Convention on the Rights of the Child 1989 The articles that relate directly to schools
h. To create an effective IEP, parents, teachers, other school staff--and often the student--must come together to look closely at the student's unique needs. These individuals pool knowledge, experience and commitment to design an educational program that will help the student be involved in, and progress in, the general curriculum. The IEP guides the delivery of special education supports and services for the student with a disability. Without a doubt, writing--and implementing--an effective IEP requires teamwork. 6.
They work with individuals or a group. They advise teachers, parents, social workers and other professionals. They also support the SENCO with assessments and observations of pupils who have additional needs. Educational psychologists work in all sectors of the education system, including child development clinics for pre - school children where children with potential learning difficulties can be identified early. The roles of an educational psychologist include:- * Giving advice to teachers about individual children.
Encouraging and establishing student self-control through a process of promoting positive student achievement and behavior is what every classroom needs. Classroom rules and procedures should be established with students the first week of school. Each student should have full understanding and be aware of what is expected of him/her. Providing a safe learning environment where students can participant is a key factor in classroom management. A student needs to feel comfortable with themselves, others, and the teacher, so there can be meaningful discussion and interactions.
There are various reasons why it is important to identify and meet the individual needs of learners. To form an accurate student-centred individual learning plan (ILP) is necessary to help the student focus on her achievement aims on the course, small steps as to how she will do this, and what help might be needed. This can also inform and clarify student and teacher expectations of each other on the course. The teacher can find out what motivates the learner, for example, a strong desire to progress to a midwifery course following a HNC in Health and Social Care (H&SC). So any learning plan for this student would be centred around this goal, especially self-directed learning and placement provision.
M- TDA 2.6 Unit 3.3 Describe own roles and responsibilities and those of others in the team. Roles and responsibilities as a Teaching Assistant in a Primary School. *Teaching Assistant= TA *Special Educational Needs= SEN TAs have an essential role to play in the smooth and effective running of a school. They are an extra pair of eyes, ears and hands for the teacher and gives support to the structure of the school.The main responsibilities are- Working alongside with teacher to plan work and activities. Helping to organise the learning environment and supporting the introduction of new activities.
Teachers can analyse performance using tests or questioning the pupils after completing an activity. Plans could include differentiated classroom groups, built in review time. Plan to give pupils examples of a variety of skills, attitudes, standards and qualities to aim for. (b) the learners Peer and self assessment are activities that actively engage pupils with their level of understanding and the quality of their work and help them to reflect on how to improve. Pupils must be familiar with learning objectives, outcomes and success criteria and feel confident in how to interpret them.
Epstein says there are six types of involvement in parental engagement (Epstein, 2009). The types of involvement are parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community. Parenting involves encouraging the student to do well, instilling positive beliefs and values in the child. Communication within the school as well as at home can create a powerful relationship between the student and parents. Parents should communicate to manage their child’s academic success.
2. Develop professional relationships with children and young people and adults. 3.5 Explain when and how to refer other adults to further sources of information, advice or support. When an adult needs advice, support or asks where to find further information I would support them to the best of my abilities within my job role as a learning support assistant, if their request for support or advice was above my role within the school then I would refer them to a teacher, a specialists (i.e. school nurse, SENCO, speech and language) or a member of the senior management team, When a colleague asks for help I would support them to the best of my knowledge, refer them to a teacher, line manager or head of department, or member of the specialist’s
Unit 307 support Assessment for learning 1.1 Compare and contrast the roles of the teacher and the learning support practitioner and assessment of learners, achievements Effective assessment plays a vital role in demonstrating how a teacher teaches and how pupils learn; it also allows a teacher to meet with other teachers to share examples of pupil’s progress and discuss why they think that child is working at that particular level. One of the main responsibilities of the class teacher is to monitor and assess pupil achievement in order to observe how all children in the class are progressing, assessing a pupil will also enable a child to recognise their own achievements in order to make progress in their own learning and allow teachers to adapt their teaching to a child’s individual needs. The teacher is responsible for following the curriculum, planning lessons and providing the necessary resources for the children, she will also develop and adapt learning activities to suit the requirements of individual groups of children who will need them that sets out a clear learning objective so that learner progress can be measured and to make the children aware of their learning intentions, this will decide whether that particular child requires more or less in their learning and targets will then be set for the child, if pupils have not made any advancement towards their learning objective, either the learning objective needs to be modified or adapted or the teaching tactics improved. A teacher’s responsibilities towards the children in their care also involve; • Deliver an on going record of each child’s progress in class. • Inform children about their individual performances and achievement’s.