Supporting Teaching and Learning Unit 303 3.2

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Assessment criteria 3.2 Social organisations and relationships within the class room are again another great learning tool. If you group children together and work with them on tasks within the curriculum, they will start to develop a strong learning relationship. You could see that the group dynamics will often change on particular tasks, where a more confident child on this task will take lead over a more confident child on another task. If the children see the adults within the class react well and interact with other children, they will get a better response from them. Children are put into groups in order to give them the best learning potential and for their learning to be appropriate for their age and level of understanding. Some children can be easily distracted, so would work better in a smaller group with adult supervision to keep them on task and encouragement them to keep focused. Potential issues that may arise in group learning could be that some children may take over the group and always answer before others, which in turn not all children in the group get to put their opinions, idea's or views across. It could cause ineffective communication between the group if a few are not understanding the task or some may be shy and introvert. Due to the nature of working in teams, children can sometimes find that they are not working effectively, which negatively impacts on their learning, and their ability to progress. Children are grouped in several ways, e.g. in ability groups, in nurture groups, SEN groups and in EAL groups. The children are also encouraged to join after school clubs, e.g. art or cooking club, which would help them to form relationships with others of the same age and across the year groups. Groups with children of varying ability in some subjects can encourage them to help and motivate each other, increasing their
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