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
Formative Assessment in tracking learner progress Formative assessment (assessment for learning) is engaged during a course or programme. This is the type of assessment used and it allows teachers to adjust targets and objectives to suit the student until they develop skills and become more confident. Formative assessment is usually informal (Formative informal) and can take place at any time during the teaching and learning process. Feedback from formative assessment will be beneficial to both student and teacher as it not only allows the student to recognize their success and look at areas for development but it allows the teacher to evaluate the effectiveness of their teaching and look to improve on future sessions. Formative assessment is often seen as being motivational as it can be seen as a review rather than an assessment.
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.
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.
Understanding the World-: Guiding children to make sense of their physical world and community through opportunities to explore, observe and find out about people, places and technology and the environment. Expressive Arts and Design-: Enabling children to explore and play with a wide range of media and materials as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role play, and design and technology. It is important
Additionally, assessments assist teachers in providing better service and support to build upon the children’s strengths and weaknesses through all developmental domains. With the use of assessments and records, teachers keep track of each individual child’s growth, goal accomplishments, and learning. In addition, as a teaching tool, assessments aid educators abilities to support and guide the children’s learning through designing appropriate learning environments, planning curriculum, and successful learning
Her approach to early education was developed around schemas. She believed “a pattern of repeated actions. Clusters of schemas developed into later concepts” Another key element of Tina Bruce Theory is ‘free flow’ play. She believed children learn better from first hand experiences, developing rules and props, freely chosen activity, rehearsing recent learning or celebrating learning, imagining the future, pretending and co-ordinated ideas and feelings. Tina Bruce’s theory was put into practice with the twelve features of play, some of these are: • Children make up their own rules while they play.
Theories Relating to Play and Playwork Play is an important part of child development. Play provides children with natural opportunities to engage in concrete and meaningful activities that enhance physical, language, social and cognitive development. Playwork practitioner includes working with children aged from birth up to five years, no never professionals working in early childhood education and care of children. Playwork is driven by the belief that the game is very valuable, high factor in the development of the child. Tina Bruce presents a comprehensive theory of play.
The value of the cognitive approach is to enable children to understand the environment around them it’s also helpful in a situation whereby the development of a service user is an issue. Cognitive perspective helps service users such as children to explore with their hands and feet during early developments. However, cognitive perspective also assists children boost their knowledge and the understanding of self, others, and the physical world around them. In other words they develop the very spirit of play and encourage imagination and improves social skills. Through play a child learns about himself and the others around him which in turn teaches him how to deal with others in the wider world.
Assessment for learning should focus on how students learn The process of learning has to be in the minds of both learner and teacher when assessment is planned and when the evidence is interpreted. Learners should become as aware of the 'how' of their learning as they are of the 'what'. Assessment for learning should be recognised as central to classroom practice Much of what teachers and learners do in classrooms can be described as assessment. That is, tasks and questions prompt learners to demonstrate their knowledge, understanding and skills. What learners say and do is then observed and interpreted, and judgements are made about how learning can be improved.