Teaching_Assistant_Level_3_Assignments

1) Explain what is meant by the term National Curriculum. The National curriculum is the agenda for teaching and learning in schools. It establishes the subjects taught and the knowledge, skills and understanding required for each subject, outlining targets that children should be encouraged to achieve. Additionally, the National Curriculum determines the assessment methods that are used to measure children’s progress. The National Curriculum is determined and developed by the Qualifications and Curriculum Development Agency which is part of the Department for children, schools and families. Apart from setting National Curriculum, QCDA also arranges assessments, exams and tests and make decisions about the qualifications pupils can take. The National Curriculum is a set of subjects and standards used by primary and secondary schools so that children learn the same things across the country. National curriculum was introduced in 1988 for England, Wales and Northern Ireland under which all children of 5 to 16 years of age must receive a full time education that is age appropriate and they are capable of doing. National Curriculum includes all educational varieties including English, Welsh, Mathematics, Science and Physical Education as core subjects (Welsh as a first language in Welsh medium schools in Wales). There are 2 principal aims set out in National Curriculum which are:- I. To provide opportunities for all pupils’ to learn and achieve. II. To promote pupils’ spiritual, moral and cultural responsibilities and experiences in life. The Curriculum is defined in terms of four Key Stages over the 12 years of mandatory schooling which are as follows:- a. Key Stage 1- Ages 4-8 years and school years 1-4 b. Key Stage 2- Ages 8-11 years and school years 5-7 c. Key Stage 3- Ages 11-14 years and school years 8-10 d. Key Stage 4- Ages 14-16 years and school years 11-12 Although there are specific topics and skills teachers must teach in all these stages but they plan their own lessons and decide in what order they have to teach the syllabus. Religious education is compulsory for all pupils registered in maintained schools until 18. Sex and relationship education is also compulsory in secondary schools unless parents decide to opt out of either. At the end of each key stage children are tested, however they do not pass or fail in Key Stage 1, 2, 3 .At the age of 14 pupils select which subjects to continue to study for GCSE Examinations with English, Mathematics, Science, A modern language and Religious studies as compulsory subjects. 2) Discuss 5 key factors that influence learning. Students between the ages of 5 and 16 years of age are expected to learn in school. It is their primary job in society, and it’s possibly the one thing that will prepare them to become productive members in their adult years. Learning is influenced by many factors like attention, motivation and emotions as well as learner’s characteristics. The key factors that influence learning are discussed below:- SOCIO-ECONOMIC FACTORS: - These may include family background, culture, range of opportunities and the impact of peers. Often the affluent parents have more access to educational resources for their children as compared to those with poor background neighbourhood also has a great influence on learning as affluent neighbourhoods often provide more opportunities to tutoring companies, after school activities and education stores than the working class or poorer ones. Also the peers affect learning of a child either by enhancing or discouraging them. SCHOOL STRUCTURE AND RESOURCES: - The condition and availability of resources at school play a vital role in learning process. A well- equipped class with space and minimum distractions will usually help students especially with learning disabilities –to focus on instructions and contributes to enhance learning. SAFETY: - Safety or the sense of feeling safe can enhance student’s learning. If students feel safe they will not worry about conflicts on campus and can focus more on learning rather than being worried about target of bullying or abuse. LEARNING DISABILITIES AND LANGUAGE BARRIERS: - Learning disabilities can affect the way a student learns as their memory, attention and capacity to retain information are greatly affected. If students’ language abilities are also affected, they will face trouble in retaining the lesson. Communication between teacher and student is hindered by this particular factor. TEACHERS/ADMINISTRATION: - A teacher’s skills, expertise, and willingness can help students to learn. In the art of teaching, anything a teacher does is going to be scrutinized by the students. If the teachers serve as ideal role model, demonstrates competence, as well as confidence in the subject they are teaching, the students will respond positively. This rule also applies to administrators. If a pupil encounters teaching approach different to their learning style they may be put at a disadvantage. OTHER FACTORS: - There are several other factors as well that influence learning which include subject content, methods of learning, willingness and recognition of need to learn, awareness of learning process, past learning experience and rewards and punishment. 3) Comment on the role of the teaching assistant whilst supporting the planning and evaluation of learning activities. Learning activities are the foundation of teaching and are the actions that pupils are required to take as learners. The main purpose of planning learning activities is to decide what will be done, when, how and with which pupils to ensure that learning activities are implemented effectively. The degree and type of support given by teaching assistant to the teacher when planning them depends on factors like their qualifications, expertise and experience and job description. As a teaching assistant my goal would be to support the culture of school and work in collaboration with the teachers in their responsibility for the development and education of children. In order to contribute to the planning of learning activities, I would first establish what the learning objectives of the planned activities are and know how their success is going to be measured. I would make myself confident for offered constructive and realistic suggestion as to support I can provide. If there are any particular concerns regarding practical implementation I will share the planned activities with teacher by giving constructive feedback on the ideas and options that are being explored. I would discuss and agree my role in delivering the planned activities when working alone and when working in partnership with teacher. If there are any difficulties I will bring them to teacher’s attention. I would ensure that allocated time for activities is used effectively. For evaluation purposes I would express a realistic and fair view on the success of activities. I would identify and share information on the strengths and weaknesses of the planned activities in constructive manner and offer positive suggestions for improvement to the activities. 4) What feedback might a teaching assistant be expected to provide and in what form and to who might they be required to deliver it' Feedback is the simplest means of improving education, providing information of how and why pupil understands and misunderstands and what steps pupil must take to improve. It has much significant impact on learning, so it has been described as “the most powerful single moderator that enhances achievement” by Hattie in 1999. To benefit pupils’ learning feedback needs to be constructive, timely, meaningful and realistic. On the other hand seeking feedback on teaching is an integral part of process of course and teaching evaluation. As a teaching assistant I would be required to offer feedback to the students as well as the teachers for an evaluation of teaching process. When I would have to give feedback to children I must keep in mind that it is highlighting the strengths and shortcomings of the activity along with providing solutions by which they can improve their work. I would ensure that feedback to pupils is given while the work that has been assessed is still fresh in their minds and it is meaningful. In this way pupils could be able to see their learning in a new way and they can gain increased satisfaction from learning. While giving feedback to teachers I will provide them with information about how well an activity went and the pupils’ response to it. I would respond with a realistic and fair judgement on the success of activity taking into account the agreed evaluation measures and contexts within which the activities took place. I would offer feedback in either oral or written form that is structured or unstructured whichever format is requested while keeping in mind that it is constructive by focussing on the pros and cons of the activity and the ways to improve it. I would also report about how effective the resources used were and pupils’ reaction towards them. 5) Explain how a teaching assistant might recognise problems that might arise whilst supporting individuals and how this can be managed. While providing support for pupils during learning activities as teaching assistant I will encounter certain barriers that could occur, about which I have to make myself aware of. There are certain factors that may cause problems which are as follows:- Inappropriate methodology:- If the learning activity is unclear or having incomplete information or is unsuitable for the pupils involved then it will pose a hindrance for teaching assistant to provide support in an appropriate way. Insufficient resources:- Learning activities usually require resources like pencils, erasers, reference books etc, sometimes their quantity, quality, suitability or availability becomes questionable and it will interrupt learning activity. Inappropriate learning environment:- If children are working on activity that requires big space and calm environment but there is not enough space and it is too noisy, they will quickly lose their focus on the task and distract their attention. Disruptive behaviour and low self -esteem:- Sometimes pupils are not able to focus on task due to poor or disruptive behaviour. This may cause problems with the outcomes of learning activity. Also the pupils with low self-esteem think that they are incapable of completing the task and easily give up hence causing problems for desired results of learning activity. As a teaching assistant I have to provide support to the pupils to overcome problems arising from the above mentioned causes by focussing on my role to provide assistance for them. I would use the strategies agreed with teacher to help pupils in developing effective learning by ensuring that every pupil is clear of task with complete information. I would ensure that learning resources and environment complies with teacher’s directions. I would also provide support to pupils to follow instructions and get them motivated by using praise so that they can focus on task. I would regularly monitor pupils’ response towards task and will modify the activities, teaching and learning materials as agreed with teacher to achieve incremental progression. If there are any disruptions I would deal with them quickly and effectively in accordance with school policies. 6) How would a teaching assistant assist pupils to follow instructions and keep focussed and motivated' As a teaching assistant I have to use various skills when I am assisting pupils to follow instructions like instruction, questioning, active listening, use of praise and rewards. It is very important for pupils to follow instructions and as a teaching assistant I would translate or explain words and phrases to them. I would remind them of teaching points made by teacher and encourage correct use of language and vocabulary. I would ensure that pupils have completely understood and followed teacher’s instructions by helping them to use relevant resources. I would prompt shy or reticent pupils. To keep them focussed on the task I would support them by dividing lesson around number of different activities by providing them opportunities for all students to learn through their preferred styles. Pupils usually learn more at the beginning and end of the lessons, so I would ensure that learning is divided into short activities. It is also very important that pupils are being motivated time to time. To keep hem motivated I would show honest appreciation about a pupil rather than exaggerated responses. I would respond with encouraging pupils to take responsibility for their own actions. I would ensure that good behaviour is always praised and rewarded being fair to all. Sometimes it is more important to give more time and attention by listening carefully so that student is encouraged without being dependent on praise. When offering feedback I would make sure that it is positive, constructive and realistic so that pupils can be motivated about their work.