Professional Documents
Culture Documents
uk
www.tda.gov.uk
TDA0288/05.07/BEL
TDA 2007
Primary induction
Primary induction
Updated 2007
Teaching
assistant file
Contents
Section 1
page 1.1
Introduction
Section 2
page 2.1
Section 3
page 3.1
Section 4
page 4.1
Inclusion
Section 5
page 5.1
Literacy
Section 6
page 6.1
Section 7
page 7.1
Section 8
page 8.1
Mathematics
Section 9
page 9.1
Section 10
page 10.1
ICT
Key to symbols
ii
Section 1
Introduction
Section 1
Introduction
Welcome to the induction course for teaching assistants (TAs) in primary schools, prepared
by the Training and Development Agency for Schools (TDA).
The training consists of nine modules:
G
Inclusion
Literacy
Mathematics
ICT
Section 1 Introduction
1.1
This file
The file contains all the material for each module of the course, including:
G
a complete set of the presentation slides used during each module, so you do not need
to copy them down. There is space next to each one for you to make notes
details of any activities you are asked to complete before, during or after modules, and
suggestions for further reading.
During the course, you may find it helpful to make notes on the file itself, so that all your
materials and notes are kept together.
You will need to have this file with you at every training session.
1.2
Section 2
Section 2
Role and context
Contents
Pre-module activity
page 2.2
Activity A
Session 1
page 2.8
Session 2
page 2.15
page 2.33
Session 3
page 2.34
Session 4
page 2.39
2.1
Pre-module activity
Activity A Finding out about your school or setting, your role and the
context in which you work
Note: This activity should be started before TAs attend session 1 of the role and context
module, but TAs should return to it throughout the training to update it or to identify
further issues arising from their training that they wish to follow up with their mentors.
Activity
Find out as much as you can about your school/setting, your role and the context in which
you work through discussions with your mentor and your colleagues.
The following notes are to guide you. Not everything will be relevant to your school/setting
and there may be other points that you think it is important to include.
You need not be familiar with the documents listed in this section straight away, but you
will need to know of their existence and where they can be found. You may wish to look at
some of the documents in more detail when you reach the relevant part of your training,
For example, you may wish to look at the schools/settings safeguarding/child protection
policy during this module, but leave the behaviour and attendance policy for detailed
scrutiny when you are doing the Promoting positive behaviour module.
You can continue to collect this information throughout your induction training. Please
discuss this with your mentor. You should bring your work-in-progress on this activity to
the role and context module.
1. Do you know key facts about your school/setting?
What key stages does your school/setting cover?
Is there a nursery class?
How many pupils are there on roll?
How many teachers are there?
How many TAs are there? Are any of them higher level teaching assistants or leading
teaching assistants?
How many other support staff are there? What are their roles?
Does the school/setting have a special designation? What does this designation
mean in practice?
Is the school in a special local initiative?
Is it an extended school?
Is your school/setting an Investor in people?
What else should you know? Check with your mentor.
2.2
employers?
2.3
2.4
2.5
work-related learning?
2.6
stay safe?
be healthy? eg. healthy school standard, healthy eating, breakfast clubs, counselling,
mentoring etc?
make a contribution?
10. What training and development opportunities are available to you in your
school/setting or local area?
How does your school/setting help pupils to:
G
stay safe?
be healthy? eg. healthy school standard, healthy eating, breakfast clubs, counselling,
mentoring etc?
make a contribution?
11. What training and development opportunities are available to you in your
school/setting or local area?
What continuing professional development opportunities are available to you?
What qualifications are available that might be useful for you?
What career progression opportunities are open to you? eg. higher level teaching
assistant status, leading teaching assistant in the local authority?
2.7
Presentation slides
Presentation slide 1.1
2.8
PPT 1.4
2.9
Course documents
Be healthy
Physically healthy
Mentally and emotionally healthy
Sexually healthy
Healthy lifestyles
Choose not to take illegal drugs
Stay safe
Safe from maltreatment, neglect, violence and sexual exploitation
Safe from accidental injury and death
Safe from bullying and discrimination
Safe from crime and anti-social behaviour in and out of school
Have security, stability and are cared for
2.10
2.11
2.12
Teaching assistant
Grade:
School:
(employer and location)
Responsible to:
(line manager)
Liaises with:
(subject teachers, form tutors, etc.)
2.13
2.14
Presentation slides
Presentation slide 2.1
Outcomes
Be healthy
Stay safe
Enjoy and achieve
Make a positive contribution
Achieve economic well-being
2.15
Healthy eating
PPT 2.4
Physical activity
PPT 2.5
2.16
TAs should:
be clear about their responsibilities
not be left in sole charge of pupils, except
where it has been agreed as part of the
risk assessment
follow the instructions of the group leader
and teacher supervisors and help with control
and discipline
speak to the group leader of teacher supervisors
if they have concerns about the health and
safety of pupils at any time during the visit
Safeguarding
PPT 2.10
2.17
Duty to refer
PPT 2.12
2.18
Barriers to diagnosis
PPT 2.14
Physical abuse
PPT 2.15
Emotional abuse
PPT 2.16
Neglect
PPT 2.17
2.19
Sexual abuse
PPT 2.18
Golden rules
It is not the responsibility of education staff to
interview pupils. If a pupil makes a disclosure
of abuse they should listen carefully to what
the pupil has to say, but should not question
them in a way that puts words in their mouth
It is important to make accurate notes about
what has been heard, seen or told
Interviewing pupils should be left to the police
and social care staff, who have the necessary
training to carry out this role effectively.
Inappropriate interviewing may jeopardise
the chances of a successful prosecution at a
later date
Golden rules
PPT 2.19b
2.20
Useful websites
PPT 2.20
www.publications.doh.gov.uk/safeguardingchildren
www.teachernet.gov.uk/childprotection
2.21
Answers
PPT 2.23
1. 5 to 16
2. Foundation stage: 35; KS1: 57; KS2: 711
3. English, mathematics, science, design and
technology, information and communication
technology, history, geography, music, art and
design and physical education
4. KS1 English, mathematics
5. KS2 English, mathematics and science
6. (Answers will vary)
7. Religious education
8. Qualifications and curriculum authority, and office
for standards in education
9. Department for education and skills
2.22
Phases of education
PPT 2.26
pupils
pupils
pupils
pupils
11)
aged
aged
aged
aged
5 to 7 (years 1 and 2)
7 to 11 (years 3 to 6)
11 to 14 (years 7 to 9)
14 to 16
Post-16 provision
Attainment targets
Level descriptions
Age-related expectations
PPT 2.28
2.23
Creativity
ICT
Education for sustainable development
Literacy
Numeracy
Supporting transitions
PPT 2.31
2.24
Course documents
Were trying to work on his eating at the moment. Hes not open to many things.
Theres like five crunchy dry things that he will eat and thats the kind of consistency he
likes. But we started growing vegetables, and we grew some strawberries and Samir
loved going out and doing all the watering. He actually loved the whole process of the
gardening. And we grew these strawberries, we brought them in and made strawberry
jam and he ate them, and that was the first time hed eaten something completely alien
to his pallet. Now he will eat jam on toast.
We started introducing different tastes in life skills, and hell taste a lot more things than
he would have done before. He doesnt like the feel of bananas, and wouldnt normally
eat something with banana in, but today we made a smoothie with banana in and he
was quite happy to taste it along with his buddy, Antonia.
Its important to talk to his mum because were trying to tackle his different behaviours
at home and in school. Hes a lot more open to new suggestions and ideas in school
than he is at home, especially with his eating, so if we speak to his mum and shes aware
of what he does in school, it may then carry over at home.
We have a range of outside agencies who work with the children, such as the speech and
language therapists, physiotherapists, occupational therapists and so on. They often
devise programmes for the children, which the assistants can then help the class teacher
to implement. For example, if its a physiotherapy programme it might be that a child
needs to do certain exercises every day. Well, thats something that the teaching
assistant could do, say first thing in the morning, or at regular intervals during the day.
The same with speech and language programmes again, small periods of intensive
work can be done with the teaching assistant.
Wherever possible, we endeavour to have joint meetings with the therapists and the
other outside agencies so there can be regular feedback on pupil progress, and
programmes can be monitored quite carefully. Clearly, the teacher is always involved
and, wherever possible, we try to include the teaching assistant.
2.25
The children have golden time at the end of every day. Its like an after-school club
time to socialise with their friends. They have football, tea and toast, disco and they can
choose which club they go to. We change the activities on a regular basis to keep the
children interested.
It can be teaching assistants or teachers that run the groups. It depends on the teacher
or teaching assistants strengths and what they enjoy. If they enjoy playing football or
outdoor activities then those are the types of groups that theyll run with the children.
Ive been involved with the pyramid club, which is a club in year 3 that promotes selfesteem, and it helps the invisible child in the corner just come out of their shell a bit.
And that was something that I wanted to do and the school paid for. It involved going
on a training course to show us how to bring these children out. They do a 10-week club
after school from three till five and we take them on a trip. We do lots of fun activities
with them and every time we start with a circle time, we eat, we drink, we have fun and
then at the end of the day we do a circle time and end it. And at first the children dont
speak and then they come out of their shells a bit, yeah, its really good. By the tenth
week theyre like Can you quieten down please.
I live very close to the school and I know a lot of the parents that send their children
here. Im aware how important it is to be professional. Parents usually come up to me
and ask questions about how their childs doing, What do you think about this? Whats
going on at the school? and sometimes they try to prise information out of you. But I
find the best way to deal with this is to say, If youve got a problem, would you like to
go and see your class teacher, please.
Working with children that you know from outside school, you occasionally hear things.
If its to do with child protection, its very important that this is brought forward to the
class teacher or senior members of staff.
2.26
Sally
Eight-year-old Sally has been physically and sexually abused by her father for three years.
She has tried to tell her mother without success. She has a younger brother and sister who
attend this school. Her older half-sister is 17 and in care. Sally wants to tell someone whats
going on, but cannot decide who would keep it a secret. She doesnt want anyone to know
shes told and is terrified the police would come to her house.
Sally tells you.
G
Wayne
Wayne (11) is the eldest of four children. The family live in a caravan on the local travellers
site. Wayne is absent from school for long periods while working with his father in the
family scrap metal business. On his return to school after a period away you notice a dirty
bandage over a deep wound to his leg. When you ask him how he got the injury he tells you
to mind your own business and limps away.
G
Sanjay
Sanjay is a sickly child. He no sooner recovers from one illness than another attacks. He is
nearly 12 years old, very thin, lethargic and quiet. You have talked to his parents who believe
very strongly that human illness should be treated through faith. They refuse to take him to
the doctor or allow the school medical officer to examine him. Sanjay comes into school
looking so ill that you think he should have stayed at home.
G
2.27
Shawana
Shawana has just turned 13. She is physically disabled and profoundly deaf. She
communicates through sign language. Her mother died when she was a baby, and her father
has always refused help and assistance in caring for her. Shawana has told you that she
doesnt like the way her father bathes her any more. You are surprised that her father is still
bathing her because she joins in with many physical activities in school and she is capable
of bathing herself.
G
John
John is 10 years old, bright and comes from a very supportive family. His father was recently
made redundant and his mother works as a clerk at a local bank. You notice that John seems
increasingly reluctant to leave the classroom to go home after school. When you ask him
why, he eventually tells you that his dad is always in a bad temper, goes to the pub a lot
and comes home and hits his mum. His mum tells them to go to bed before he gets home
and not to worry, but he hears his mum crying a lot and is scared.
G
2.28
Referral
TA immediately discusses with the designated senior person (DSP) or, in their
absence, the pupils class teacher, form tutor, head of year or headteacher
Initial assessment
Emergency action
2.29
Transition A
A child tells you that his dad moved out of the house after rowing with his mum and has
been living apart from the family, in a flat, for several months now. They are going to get
divorced and the child has to decide who he wants to live with. He doesnt know what to do
and is worried that whatever decision he makes will upset and alienate him from one or
other of his parents. He also feels guilty because he thinks that he was responsible for the
break-up because his parents always used to argue about his behaviour
What should you do?
What effect might this transition have on the childs learning and behaviour?
How could the school support him through the transition?
What might be a TAs role in this?
What knowledge or skills might they need to act appropriately?
Transition B
A child has been in your school for some time. Originally she came from Turkey but she and
her family left because they were scared of being harassed because of their culture. She has
made friends and made good progress with learning English. She seemed very settled. She
has just heard that she and her family will be moved to a detention centre. She will no
longer be able to attend school. She and her family are scared and upset. They do not know
how long they will be in the detention centre or what will happen to them next.
What can you do?
What effect might this transition have on the childs learning and behaviour?
How could the school support her?
What might be a TAs role in this?
What knowledge or skills might they need to act appropriately?
2.30
Transition C
A pupil who uses a wheelchair is in her final year at primary school. She has attended since
nursery and is included fully in the curriculum and the wider life of the school. She is
worried about moving to the local secondary school.
What can you do?
What effect might this transition have on the childs learning and behaviour?
How could the school support her through this transition?
What might be a TAs role in this?
What knowledge or skills might they need to act appropriately?
Transition D
A pupil tells you that his mum is very sad and he is worried about leaving her to come to
school because he is frightened about what might happen to her or what she might do
when he is not there.
What can you do?
What effect might this transition have on the childs learning and behaviour?
How could the school support and advise him?
What might be a TAs role in this?
What knowledge or skills might they need to act appropriately?
2.31
2.32
Level 7
Pupils show understanding of the ways in which meaning and information are conveyed in a
range of texts. They articulate personal and critical responses to poems, plays and novels,
showing awareness of their thematic, structural and linguistic features. They select and
synthesise a range of information from a variety of sources.
Level 8
Pupils response is shown in their appreciation of, and comment on, a range of texts, and
they evaluate how authors achieve their effects through the use of linguistic, structural and
presentational devices. They select and analyse information and ideas, and comment on how
these are conveyed in different texts.
Exceptional performance
Pupils confidently sustain their responses to a demanding range of texts, developing their
ideas and referring in detail to aspects of language, structure and presentation. They make
apt and careful comparison between texts, including consideration of audience, purpose and
form. They identify and analyse argument, opinion and alternative interpretations, making
cross-references, where appropriate.
Inter-sessional activity
Activity B School improvement plan
A school improvement plan (SIP) is a tool to plan the progress of the school and to ensure
everyone, including parents, knows what the school intends to achieve. It is like the business
plan of a company.
SIPs define how schools (or other settings) intend to develop policy and practice within a
given timeframe. They also state who will be responsible for carrying out actions within the
plan individuals, teams and groups of staff. In most schools several people are usually
involved in identifying needs for staff development and training, and in setting the targets.
In many schools this process includes TAs.
If you have not done so already, find a copy of your SIP. Your mentor can help you with this.
Discuss with your mentor the way your SIP applies to you.
2.33
Presentation slides
Presentation slide 3.1
Differentiation
PPT 3.2
By grouping
By task
By outcome
By support
2.34
PPT 3.6
Review
Preparation
Practice
2.35
Course documents
Class:
Teacher:
Number in class:
A sketch map of the location with the placing of the key players:
2.36
Observations
Time
Activity
Pupil(s) observed
Observations/notes
2.37
2.38
Presentation slides
Presentation slide 4.1
Appraisal
PPT 4.2
Self-review
PPT 4.3
2.39
PPT 4.5
2.40
Course documents
Appraisal preparation
These are my key:
G
Strengths
Skills
Experiences
Action points
2.41
Audio clip
2.42
the way you organise your job, eg. time management and communication with others
2.43
What extra contributions have you made to school life, in particular through using your
talents and in relation to your key accountabilities?
What appreciative and critical comments have you received from others?
What aspect of your job satisfies you the most and what the least? List your successes
and those things that you are still concerned about.
What targets were set at the last appraisal/start of the job? What do you feel you
have achieved?
Where you have not achieved the targets, what are the reasons?
Are there areas of your present work you would like to improve upon?
How successful was any training received?
What factors helped or hindered your professional development during the year?
What are your thoughts on future aspirations, with reference to development opportunities
and training, in or outside of school?
Are there other areas you would like to extend your work into, that you cannot be involved
in at present?
Consider your needs for career development; for example, where do you see yourself in five
years time?
Would you like some formal observation of your work? If so, what focus would you like it to
have? (If you have decided that you would like your work to be observed prior to the
appraisal, agree the time and place of appraisal with your line manager, and also agree the
focus and the class in which you will be observed.)
The appraisal meeting
The appraisal meeting should cover:
2.44
consideration of how well targets established in the last appraisal have been met
observations on the performance of the person being appraised by the line manager
agreeing the actions required to meet those targets, including any training needed
organisation skills
recording skills
ICT skills
reflective thought
2.45
Section 3
Promoting positive
behaviour
Section 3
Promoting positive behaviour
Contents
Pre-module activities
page 3.2
Session 1
page 3.13
Session 2
page 3.16
Session 3
page 3.19
Session 4
page 3.23
Session 5
page 3.27
3.1
Pre-module activities
The pre-module preparation consists of a range of activities from which you can select one
or more to suit your own interests and circumstances. The activities are designed to help
you gain an insight into behaviour in your school. (You will also remember that, in the
Role and Context module, you were asked to familiarise yourself with your school policies,
including those on behaviour and bullying.) You should bring any notes or reflections with
you. No-one will ask to see these but activities will be followed up during the module. It is
recommended that you discuss any issues and ideas raised with your mentor, so that you
can gain a wider understanding of your role in promoting positive behaviour.
Course document PM1
Book PM1
Pre-module activities
Participants can select one or more from the following:
Activity 1 (pre-module) Personal reflection
Think of an adult who made a difference to you when you were at school. What was it
about this adult that made a difference? What did they do and say? What difference did
they make? How did this affect your learning and your responses to them (your behaviour)?
Activity 2 (pre-module) Personal reflection
Would you like to be a pupil in your school? Your response should focus on the schools
ethos, values and beliefs. Reflect on the reasons for your answer.
Activity 3 (pre-module) Reflection on personal qualities
Use the list below to help you reflect on your personal strengths or successes. Consider how
the qualities you bring will help you make a valuable contribution to the whole-school team.
Helping others
G Have you helped anyone recently?
G Have you cheered anyone up lately?
G Have you comforted anyone recently?
G Have you helped in the school community in any way?
G Have you congratulated or praised anyone lately?
Managing situations
When did you deal with a difficult situation successfully?
G Have you handled a difficult letter, e-mail or phone call well?
G
3.2
3.3
We have a good working relationship. I think the humour we bring to each other
is really key. We bounce off each other.
I think its vital that we both have that awareness of the behaviour policy and that
were both effectively singing from the same song sheet in terms of what we
expect from pupils because otherwise theyre going to get mixed messages.
The relationship between the teacher and TA is fundamental. We just sort of look
at each other instinctively, just as a small gesture, if something has happened or if I
want Sharon, my TA, to pick up on something she hasnt noticed, or theres a child
strayed off task Ill give Sharon a look and she will be over there intervening!
Helen (teacher)
My TA Louise and I work together as a teaching team and not teacher and TA.
Were also friends and I think that helps. We have a positive working relationship
and we respect each other. We have different roles but they are of equal value.
The TA is au fait with the school behaviour policy because weve all had training in
it and everybody contributed to it. She knows what the behaviour sanctions and
reward systems are because it is consistent throughout the school, it doesnt just
apply to our class. If the TA thinks a pupil has done something that warrants a
reward or going to see the head she is able to send them down to get that reward
in the same way that I can.
The TA understands what my expectations for behaviour are and she demonstrates that
when shes working with pupils, so what I say, she says and what she says is what I say.
Sharon (teacher)
3.4
3.5
I think teaching assistants in school are vital. Looking back when I was at school
there werent any. There was just the teacher and 50 kids and youd always have
children that were not so much ignored but, sort of, left out.
I think teaching assistants do make a difference. The group that my daughter is in has
been helped by the assistant. Its really come on, really, really quickly and it just
shows what impact they make in the classroom.
I dont think the children see them so much as assistants as almost like a teacher
really someone else they can go to, someone else they can get help from and
someone else they can maybe share problems with.
If you go into a classroom and you are new to that classroom, you couldnt probably
tell who was who because theyre both, technically, doing the same job. Theyre both
working with groups of children. Theyre both teaching. Theyre both assisting. Theyre
both helping and theyre both encouraging.
Its just their mannerisms and the ease with which they do their job. They know what
they're doing. Theyre confident in what theyre doing and I think that just sort of
flows out through the work theyre doing with the children. Ive never heard a
negative thing about teaching assistants. Theyve always been an integral part of the
classroom and enabled the kids and staff just to move along.
I think teaching assistants need to like children. They have to be good listeners, be
willing to teach. Being approachable, I think, is quite important. Theyre like an anchor.
Zac (parent)
Activity 9 (pre-module) Pupils views about behaviour
If you are unable to interview pupils from your own school, here are some extracts from
interviews with pupils from other schools that should enable you to complete the pre-session
task. You may hear some pupils expressing these views again, in context, as part of the module.
Im expected to be well-behaved and if I dont I get punished.We do have rules.Theyre
good rules and they should be followed and theyre not really hard, you just have to focus.
If people took no notice then it would be chaos. Everyone would be just hitting each other,
they wont do their work, they wont be kind to people and they wont respect teachers. It
would make me feel upset. I dont think we would learn anything in school like that.
I find out what the school rules are cause theres posters everywhere in the school. Loads
of people will tell us about them. We get reminded when we have lessons and when we do
something wrong. We have, maybe, a few times, got reminded about the rules in assembly.
The praise I like is when my teacher hugs me. I like that kind of praise cause its like my
mum. If they write good things on my work then it just makes me feel proud again.
When were good for the whole week, we are rewarded with a certificate. I like it
because I get to show my mum of my achievements. My mum always says well
done. It makes me feel very happy and proud of myself.
Andrew (year 6)
3.6
We are expected to behave like any kids no shouting, no bullying and just treat
each other with respect.
I think its a good idea to have rules. Rules help you feel safe. Otherwise people
would just beat people up and then some people would be left out and then
people get depressed or injured. It would make me feel quite sad that people were
behaving like that. Some people would be so depressed, they wouldnt be able to
learn. If you werent happy in school, youd just think of the bad stuff thats
happening to you and the good stuff would never be in your mind.
If we dont follow the rules well have to stay in for plays, or if its really bad,
sometimes suspension has to come into it. But suspension doesnt usually come
into primary schools. I think the punishment we get is fair, but sometimes some
people deserve a harsher one.
When were good we sometimes get treats sometimes extra play, sometimes
new equipment in the activity box that we take outside.
We get certificates if we do really good work or if our class attendance is really
good, our class gets a certificate.
I prefer to get praised if they write it in the book instead of out loud, cause I dont
want people really to say that much about me, like Well done and stuff. They do
give you winks, pats on the back sometimes to show you that youve done really
good work, but mostly they write it so its private to you. It makes me feel like Ive
done really good work.
Curtis (year 6)
Its a good idea to have rules because people know what to do when theyve been
told what to do. Because we have rules, everybodys happy. I dont think I would
like to come to school if there was no rules because everyone would keep pushing
and kicking. That would make me unhappy.
Bullyings cruelty because bullying can make people hurt their feelings. It made me
feel unhappy when people bullied me. It makes me feel safe when I tell the teacher
that people are bullying me. It just makes me safe because people look after me.
And if youre good in PE, someone will cheer or tell our teacher that weve been
good. Shes pleased when we be good. I like it when our teacher says that weve
been good. It makes me feel proud of myself. If we get a certificate, we take it home
and we tell our mum or our dad. Sometimes they say nothing, but sometimes they
say things like, Im proud of you. It makes me feel happy and proud.
Daniel (year 2)
3.7
Our school has rules, including being polite to every adult in our school,
welcoming visitors, always talking to each other with respect. We also have to be
able to share, listen to each others views without saying things against them
because we know that everyones opinion is valued.
It is a good idea to have rules because if we didnt then people would be doing
things that they shouldnt be doing and nobody would be able to communicate
with each other. Id feel very upset and I think Id get quite frustrated with people
being constantly annoyed with each other.
The headteacher, when children first come with their parents to the school, she
gives them the rules so that the parents can remind the children as well how to
behave while theyre at home as well as in school. In year 6, youre constantly
reminded to go to younger children, and if you see them doing something wrong,
then show them, like read to them the pupils choices and the code of conduct so
that they understand, throughout their education, the right decisions to make.
At our school, if somebody breaks the rules, there are consequences like missing
playtime, so that they can understand next time what they have to do right. I think
they are fair because before, with our old headteacher, what she used to do is if
one child or a class were naughty, the whole school would have to stay in, which
wasnt fair on the rest of the school because we hadnt done nothing wrong.
Whereas if its just one child or the class that has done something wrong, then the
rest of the school arent being affected by the consequences of their actions.
If you have done something well, theyll always congratulate you on what youve
done and theyll always make you feel proud about yourself. So if you do
something really well, or you try with it but you cant do it, theyll still praise you,
so theyll say things like You should be really proud of yourself, you done great
work or That was an excellent effort at that work, so that youre constantly being
reminded of all the good things that youre doing, instead of being reminded of the
bad things that youre doing. It makes you feel quite special because your teachers
telling you how well youve done at something and some children dont always get
that at other schools, and here theyre very good at doing that.
Ella (year 6)
3.8
We have a school rule song and it tells you how to behave. There are lots of rules
in it and some of the words are were learning. The song helps us to remember
the rules but it gets faster so you can have lots of fun with it.
I do think its a good idea to have rules because there wont be any bullying or
things like hurting anybody, and thats, thats one of the rules of school dont
hurt anybody.
I think its a good idea to have rules because everyones happy, well nearly
everyones happy.
Sometimes, if you misbehave in class you get to miss your playtimes. I think
the punishments are fair because youre missing something that people like.
The punishments are sort of suitable for the things youve done. If you do
something other people dont like, you have to do something you dont like.
Im pleased when my mum knows Ive been good and got a certificate. It makes
me feel really happy. When I take certificates home, my mum says Well done
and I put it up in my room.
Eleanor (year 2)
3.9
At our school were expected to behave well, but youd expect kids to sometimes
misbehave, because thats what were like.
We do have rules. Weve got pupils choices and a code of conduct, both displayed
all around the school. Pupils choices are our choices about how we should behave,
but the teachers gave us some ideas of what we could use as well. So weve got
sharing, playing well together and weve got a few more. I agree with all the rules
because we chose them and we know what they are so we can stick to them. It
makes a difference that we chose them ourselves. It makes us interact with each
other more because we decided them all together. If someone was telling me what
to do all the time, Id get really frustrated with them.
We get reminded of the rules in assemblies. Weve got them displayed and the
headteacher says to look at them and think how you should behave. And when
were in class, if weve been misbehaving outside, we sometimes get told to look at
them and think how we should have behaved outside.
The code of conduct is where were representing our school. When were out and
about we should behave respectfully and respect other peoples property and
be polite.
We get reminded all the time that were the role models of the school. When were
around the younger children, because they dont really know how to behave properly,
we act sensibly with them, but sometimes they just are naturally naughty, so they
just misbehave, but we are aware that weve got to show them how to behave.
Our school hates bullying because like its not very nice and it makes you really
feel down, but we dont have it so everyone normally feels good. We look out for it.
We join in with anti-bullying. We do all sorts of activities with it. We have stories
of people who have been bullied and we get to think how they would feel. How we
would feel. I think it has taught us how to behave.
When we behave well, we get treats like having extra playtime. We get to do things with
the headteacher in class like she plays games sometimes, when weve been good.
When youve done good work, you can go down to the headteacher and you get
an achievement certificate for good work. And we have an attendance certificate
as well. They get the certificates in assembly and they all get a clap. We also have a
top table where, when people have been behaving at lunchtimes, they get to sit on
the top table with the headteacher and eat lunch with her. And they get to discuss
what theyve been doing in class and that.
Emily (year 6)
3.10
They expect us to be on our best behaviour all times being polite, kind, friendly.
We have golden rules. Theyre good rules because theyre rules that everyone can
abide by, not too hard. Theyre good rules for our safety like say if the do be
gentle one, if youre running down the corridor, you can knock someone over.
Its safe at school at the moment. I like it to be calm because when its calm
everyones nice and relaxed and you can just get on with your day. It helps me to
learn because its quiet and you can like think better and not get distracted. If
youre good you get lots of praise and people thank you a lot and if youre lucky,
you get sent to the head and then she praises you. I like being praised. That gives
you a nice feeling inside.
Boy (year 6)
People are expected to behave well. We have to treat each other with respect so
people dont feel left out. Were definitely not allowed to bully never physical
actions and never verbally. Our headteacher would punish us very heavily because
she really doesnt like bullying in the school.
The code of conduct, its kind of like making a promise and promising everybody
in the school that you will behave well and follow all the rules. They want you to
keep safe and the code of conduct says what you have to do to keep safe.
If nobody followed the rules, everybody would be fighting, everybody would be
alone and nobody would have friends and they wont have any feelings for
anybody else.
If we do break the rules, we get punishment and the punishments are fair because,
say like you miss your playtimes, if youre wasting everybody elses time, like the
teachers time of teaching you, then they waste your time, of doing what you want
to do in school.
Sometimes you can get quite annoyed when you get in trouble and you dont
think you should have been in trouble and, yeah, you want to change the school
rules to change that. We sometimes discuss the rules in class, in kind of circle time.
You sit on the carpet in a circle and you pass a ball around and the teacher
sometimes asks you questions like Do you like school rules how they are or do
you want to change the school rules?.
If were good they praise you. Sometimes they pat you on the back but they dont
do it out loud only people close can hear. If the whole class is good, we get extra
play but sometimes, if the whole schools really, really good and we do well, our
headteacher sometimes invites actors to do a play for us in the hall.
William (year 6)
3.11
3.12
Session 1
The importance of working within school behaviour policies
Presentation slides
Presentation slide 1.1
Aims of the module
PPT 1.1
3.13
Behaviour can be
an area where we
expect so much
and teach so little
Galvin, Miller
and Nash (1999)
3.14
understand and
work within school
behaviour policies
manage behaviour
in a positive way as
part of a team
support pupils
to understand
expectations of
behaviour
Course documents
Course document 1.1
Book 1.1
How do the pupils know these expectations exist and what they mean?
How do all the adults who work in this classroom/school know about these expectations?
3.15
Session 2
The significance of positive relationships and creating a safe learning environment
Presentation slides
Presentation slide 2.1
PPT 2.1
Talk is paramount.
You both need to be able
to say how youre feeling
and share your thoughts.
All decisions come
through compromise
and bouncing ideas
off each other.
From Primary Teachers,
January 2007, No 48, DfES
Self-actualisation
Self-esteem
Love, affection and belonging
Safety
Physiological or survival needs
Motivation and personality, Pearson Education
In promoting positive
behaviour you should aim to:
3.16
focus on developing
your skills and qualities
as a role model
Course documents
Course document 2.1
Book 2.1
3.17
introducing yourself
listening to them
asking questions
avoiding put-downs
honouring commitments
mirroring behaviour
showing that you are trying to see things from others point of view
3.18
being consistent
recognising limitations
taking risks.
Session 3
Skills for promoting positive behaviour
Presentation slides
Presentation slide 3.1
PPT 3.1
Praise statements
Affirmation statements
Public praise
Discreet, private praise
3.19
Words
How words are
spoken/tone of voice
Non-verbal
communication
body language
PPT 3.7
3.20
Course documents
Course document 3.1
Book 1.2
3.21
Could become
3.22
Session 4
Social and emotional aspects of learning
Presentation slides
Presentation slide 4.1
Social and emotional aspects of learning
PPT 4.1
Self-awareness
Managing feelings
Motivation
Empathy
Social skills
pay attention
concentrate on a task
be creative
work within a group
be motivated and
interested
if we feel:
awkward
anxious
embarrassed
stressed
angry
frustrated
excluded
3.23
Self-actualisation
Self-esteem
Love, affection and belonging
Safety
Physiological or survival needs
Motivation and personality, Pearson Education
3.24
Course documents
Course document 4.1
Book 4.1
Name
3.25
3.26
Session 5
Managing difficult situations
Presentation slides
Presentation slide 5.1
Model the behaviour you want to see
PPT 5.1
3.27
3.28
Know your school policies and systems and work within them
Model the social and emotional skills you want to see in others
Build positive relationships with all adults and pupils in
your school
3.29
Course documents
Course document 5.1
Book 5.1
Case study
For quite a few minutes now, Rita has been disturbing her group, preventing them from
learning. You ask Rita to move seats. She looks you in the eye, folds her arms and refuses to
move, saying loudly, You cant make me move, youre not the teacher.
3.30
For example, rather than saying This group is the worst Ive ever met, say
When you talk to each other instead of listening I feel upset because I cant explain
properly. I need you to listen so that you can do a good job on this work.
Partial agreement can help in becoming more assertive. It involves acknowledging the other
persons point of view as well as restating what it is you want them to do: for example,
saying I understand that you want to sit with Sumru but I need you to work with Johnny
on this, rather than No you cant sit with Sumru.
Blocking argument
This strategy absorbs the argument but does not fuel it. Agree with any truth in a
statement: for example, say, Yes thats true. I was angry yesterday, or accept the other
persons feeling or point of view by saying I can see that youre angry. Maybe it does seem
unfair to you.
Expressing certain feelings without demonstrating them
For example, you can show you are angry without shouting and using angry body language.
Communicating feelings about a situation in a calm way deals with it without blaming or
condemning the other person: I feel angry about the way you spoke to me yesterday.
3.31
Broken record
This technique is useful in defusing conflict. It helps you to be clear without showing that
you are angry, uncomfortable, loud or irritated:
G
Explain clearly what you want and give the pupil time to comply
Look as if you mean what you are saying (body language, facial expression)
Wait there please. Ill be with you in a minute. I just need to speak to Joe.
We obviously cant sort this out right now. Lets fix a time to talk about it.
3.32
3.33
Scenarios
A group of pupils comes to you complaining about a lunchtime supervisor who, they claim,
is picking on them.
In the staffroom, a member of staff is talking about a pupil with whom you have worked
hard to build up a relationship. I dont know why we bother with that kid. His behaviour is
appalling, just like his sister. We should exclude him.
You are supporting learning and behaviour in a class you work with regularly. You feel the
behaviour is getting worse but the class teacher doesnt seem to be aware.
You notice the teacher always seems to favour the same group of pupils giving them extra
attention, asking questions of them while ignoring others in the class. Some pupils are fed
up with this and their behaviour is deteriorating.
A pupil in a group you are working with whispers to you, Ive never, ever had a sticker from
my teacher.
You feel that the pupils behaviour is poor because this teacher is not following the school
behaviour policy.
You feel that a pupil has given 100 per cent effort but the teacher tells him off for not
working hard enough.
You overhear a group of year 6 girls having a conversation in the corridor.
You think they are swearing.
You find pupils in the toilets throwing scrunched wet toilet paper up on the ceiling.
You see a worried-looking pupil giving his lunchbox to another boy.
You hear a parent shouting and swearing at their child (one of your pupils) in the street
outside the schools gate before coming in.
A pupil says to you, Youre not my teacher, what do you know?.
A group of pupils are playing around in a classroom or corridor ignoring your request for
them to go outside at lunchtime.
A parent/carer asks your advice their child is being bullied.
A member of staff is in difficulty with a violent pupil.
You give a pupil a simple instruction. They refuse to do as you have asked, commenting,
No Im not doing it, and you cant make me.
Two pupils come to tell you that another pupil is being bullied out in the playground.
You hear the cry, Fight, fight!, and see pupils crowding around two pupils.
A pupil is being bullied because of his sexuality or race.
You meet an angry and upset adult in the corridor who wants to see someone in charge.
A pupil swears directly at you when you ask her/him to concentrate on the work you are
doing together.
A pupil is in trouble with a teacher for something they have not done. You know the true situation.
3.34
listening and trying to understand situations from the other persons point of view
finding out about pupils as people and treating them with respect
separating the behaviour from the person. Never label pupils, or say they are bad
people; refer instead to their behaviour
distracting before trouble begins if you can start a conversation; walk with them; notice
something good about them
Managing ourselves
G Calm yourself before trying to calm others: count to five, breathe deeply, focus on your
outward behaviour show you are calm (on the outside, at least!)
G
Use a calm tone of voice and non-threatening body language. Maintain a safe distance,
hands by side, slow movements, avoiding direct eye contact. Do not point, wag your
fingers or prod
Speak calmly but assertively. Say how you feel and why, say what you would like to
happen. Use humour, as appropriate
Give any instructions clearly and then give time to do it. Use the language of choice
(offer choices not ultimatums) and give time to comply. Keep the options open
Avoid trying to solve a problem when people are angry. Talk to them later when you, and
they, are calm
3.35
Post-module activities
You should discuss the choice of activity with your mentor.
Introduction: Developing skills
When you want to try out a new skill or idea in your work with pupils, introduce it in a
structured way. You could use this process to help you.
1. Have an idea. If I try to catch children being good as often as possible, then they will
feel better motivated to learn.
2. Be as precise as possible about what is happening now. Try and work out how often
you use this skill at the moment. Ask the class teacher to give you feedback.
3. Rehearse mentally. Think of the situations in which you could catch pupils being good
and practise some of the phrases you might use, thinking about how to make the praise
personal, specific and genuine. Try to practise the skills you have learned in your own
classroom or school context.
Activities
G Discuss with your mentor which of the adults in your school successfully use the skills you
have discussed in this module. Use opportunities to observe these colleagues, to notice how
they build relationships with others, the language they use in promoting positive behaviour
and their approach to difficult situations. Use this as a model for your own practice.
3.36
Discuss with your mentor opportunities that may arise for you to participate in wholeschool training in promoting positive behaviour and developing social and emotional skills.
Discuss with your mentor any opportunities open to you and other school staff to share
your good ideas and your successful strategies for promoting positive behaviour.
Find opportunities to praise, reward and give feedback to pupils you teach. Think about
how they will feel and be careful about the context.
Practise reframing language in a positive way to focus on the skills you want to see
being developed.
becomes
becomes
becomes
becomes
becomes
becomes
becomes
becomes
becomes
Help pupils develop social and emotional skills: for example, helping pupils to learn
about feelings.
Take time to understand and explore the reasons behind a pupils behaviour.
Find ways to build positive relationships: for example, by involving yourself in meeting
and greeting pupils as they arrive at or leave school, by eating with them or by visiting
them in breakfast club.
Think of some ways you could contribute to the improvement of the learning
environment in a classroom or more generally in school.
Look for ways to acknowledge good behaviour and to praise, reward and celebrate
achievement (within your schools usual systems).
When working with an individual pupil after an incident involving problem behaviour,
help them to reflect on how they can put the situation right. Model the skills you want
to promote. Use problem solving to identify solutions, work with pupils to help them
identify the action they will take to put things right.
Have a discussion with pupils about ways to calm down when they are angry (use the
calming down strategies poster from the SEAL curriculum resource).
Discuss with your manager or teacher partner the areas that you found interesting and
would like to develop further. Identify ways in which this could happen.
3.37
3.38
3.39
Bullying
There are many definitions of bullying, but most consider it to be:
G
Bullying can take many forms, but three main types are:
G
Indirect: spreading nasty stories about someone, exclusion from social groups, being
made the subject of malicious rumours, sending malicious emails or text messages.
Name-calling is the most common direct form. This may be because of individual
characteristics, but pupils can be called nasty names because of their ethnic origin,
nationality or colour, sexual orientation, or some form of disability.
Dont suffer in silence, DfES anti-bullying pack
3.40
Empathy
Being able to empathise involves understanding others and anticipating and predicting their
likely thoughts, feelings and perceptions. It involves seeing things from anothers point of
view and modifying ones response, if appropriate, in the light of this understanding.
Empathy is one of the social and emotional aspects of learning (SEAL) that pupils need to
develop so they can learn effectively. See SEAL (p115)
I message
An I message begins with the word I and tells pupils how you feel about a particular
situation or behaviour. Using I messages is a powerful way of showing how you feel about
behaviour without criticising, blaming or threatening. It helps to keep the interaction calm
and focused. In using I messages you:
G
For example, rather than saying This group are the worst Ive ever met, say
When you talk to each other instead of listening I feel upset because I cant explain
properly. I need you to listen so that you can do a good job on this work.
Individual behaviour plan (IBP)
An IBP is an important document that sets out a plan for supporting an individual child in
improving their behaviour. It is a planning and reviewing tool which usually includes targets
and strategies to support behavioural change and to help the pupil access education more
effectively, and arrangements for reviewing how progress will be monitored and reviewed.
Language of choice
The appropriate use of language encourages pupils to make responsible choices in their
behaviour. No adult can make a pupil do something if they are determined not to.
By regularly using the word choice the pupils are encouraged to take responsibility for
their own behaviour and have a chance to feel in control.
For example: I need you to complete this piece of work. If you choose not to complete the
piece of work during the lesson, it will have to be completed at another time. Its up to you.
The word choice also has a positive emphasis, which builds confidence and self-esteem.
Lead behaviour professional (LBP)
LBPs are senior members of staff who work in schools to help staff improve skills in
promoting positive behaviour and in behaviour and attendance management.
More information is available at
www.teachernet.gov.uk/wholeschool/behaviour/npsl_ba/lbprole/
3.41
salaried staff who work with school and college students and pupils to help them
address barriers to learning, including behaviour and attendance
a bridge across academic and pastoral support roles with the aim of ensuring that
individual pupils and students engage more effectively in learning and achieve
appropriately
a key ingredient in many school and college approaches to improve the achievement
levels of pupils and students.
3.42
persist when learning is difficult and to develop independence, resourcefulness and personal
organisation. Motivation is one of the social and emotional aspects of learning (SEAL) that
pupils need to develop so they can learn effectively. See SEAL (p115)
NPSLBA
The National Programme for Specialist Leaders of Behaviour and Attendance (NPSLBA)
provides leadership training in behaviour and attendance (B&A). The programme offers
qualifications and creates career pathways for the growing number of specialists who work
in the field of B&A. Not all of these professionals are teachers. They work in varied settings:
in mainstream or special schools or units, in primary or secondary schools, and as LA
officers. All have a leadership role in B&A as part of their work or they aspire to become
such leaders.
More information is available at www.teachernet.gov.uk/npslba/
Pastoral support programme (PSP)
A PSP is an intervention determined by a school to help individual pupils to manage their
behaviour. A PSP is set up automatically for any pupil at risk of permanent exclusion,
although a PSP can also be set up for any pupil who the school has identified as being at
risk of failure because of disaffection.
Peer counselling
See Peer mediation and Peer support (below)
Peer mediation
Peer mediation involves pupils helping their peers to resolve conflicts. Pupils who are trained
as peer mediators learn vital skills in communication, negotiation, understanding and
problem solving. A peer mediator is able to refer to a teacher if a situation becomes too
complex for them to handle.
More information is available at
www.teachernet.gov.uk/teachers/issue31/primary/resources/Whatispeermediation_Primary/
Peer pressure
A need to conform to the behaviour of friends or others in order to be accepted into the
group. Peer pressure can be positive as well as negative.
Peer support
See also Peer mediation (above)
There are different types of peer support, for example involving mediation skills, peer
education or peer listening. Peer support is not about telling people what to do, but rather
listening and, if necessary, sign-posting to relevant individuals or organisations.
Primary behaviours
Primary behaviours occur first and are generally what trigger a response from the adult. The
most common primary behaviours that staff face in children are pupils talking out of turn,
being out of their seats and hindering other children.
3.43
Rules
All schools have rules. They set out how rights and responsibilities translate into adult and
pupil behaviour.
Sanctions
The school behaviour policy should make clear the boundaries of what is acceptable and set
out a hierarchy of sanctions for unacceptable behaviour, along with arrangements for their
consistent and fair application, and a linked system of rewards (see above) for good
behaviour. Schools have a range of sanctions at their disposal, from withdrawing children
from activities to permanently excluding them.
3.44
SEAL
Social and emotional aspects of learning (SEAL) are the underpinning qualities and skills that
help promote positive behaviour and effective learning. The governments SEAL programme
focuses on five social and emotional aspects of learning: self-awareness, managing feelings,
motivation, empathy, social skills. Curriculum materials help pupils develop skills such as
understanding anothers point of view, working in a group, sticking at things when they get
difficult, resolving conflict and managing worries. SEAL builds on effective work already
taking place in primary schools who pay systematic attention to the social and emotional
aspects of learning through whole-school ethos, initiatives such as circle time or buddy
schemes, and the taught PSHE and citizenship curriculum.
More information is available at www.teachernet.gov.uk/seal
Secondary behaviours
Secondary behaviours are negative responses from students after receiving correction.
Non-verbal examples are tuts, pouts, sighs or exasperated arm-folding. Verbally, they usually
manifest as the last word syndrome: It wasnt me!, I was only., They were,
Mrs. Robinson lets us.
Self-awareness
Self-awareness enables pupils to have some understanding of themselves. They know how
they learn, how they relate to others, what they are thinking and what they are feeling. They
use this understanding to organise themselves and plan their learning. Self-awareness is one
of the social and emotional aspects of learning (SEAL) that pupils need to develop so they
can learn effectively. See SEAL (above)
Self-esteem (self-worth)
Self-esteem is complex. It involves people making judgements about their own value based
on a sense of their own worth and competence. High self-esteem helps pupils to feel good
about themselves, valued and socially worthwhile and can enhance their ability to learn.
If pupils feel successful and competent and see themselves as good learners they will be
more willing to take risks, try out new ideas and help others to succeed. Self-esteem is not a
fixed state. If a pupil has low self-esteem, significant adults in school can help to improve it
and this, in turn, will improve the pupils proficiency as a learner. Providing praise,
encouragement and support and showing pupils how much we value and respect their ideas
are ways of building self-esteem.
Social skills
Social skills enable pupils to relate to others, take an active part in a group, communicate
with different audiences, negotiate, resolve differences and support the learning of others.
Social skills are one of the social and emotional aspects of learning (SEAL) that pupils need
to develop so they can learn effectively. See SEAL (above)
Sympathy
Sharing in an emotion with another person.
Win-win
A way of reaching a solution to a problem that allows all participants to feel positive about
the outcome.
3.45
3.46
SENCO
Member of staff responsible for leading and coordinating work with pupils experiencing
behaviour, emotional and social difficulties (BESD) as a special need. This will also include
multi-agency liaison and supporting work with families of pupils experiencing BESD.
Teaching assistant (TA)
TAs may take on a variety of roles in this area, for example, supporting teachers by working
with whole classes, groups or individual pupils on social and emotional skills; leading a team
of other TAs or lunchtime supervisors; and acting as a guide and role model for effective
behaviour policy implementation and application of behaviour management strategies.
3.47
Section 4
Inclusion
Section 4
Inclusion
Contents
Session 1
page 4.2
Session 2
page 4.6
Session 3
page 4.40
Post-module activity
page 4.64
Activities 1-4
Section 4 Inclusion
page 4.77
4.1
Presentation slides
Presentation slide 1.1
Educational inclusion is
In an inclusive school:
about creating a secure,
the inclusive ethos
accepting, collaborating
permeates all school
and stimulating school in
policies so that they
which everyone is valued,
increase learning and
as the foundation for
participation for all pupils
the highest achievement
PPT 1.3
4.2
Anti-discriminatory practice
PPT 1.4
Inclusion
valued
at ease
content
happy
useful
Exclusion
rejected
upset
angry
frustrated
unhappy
hard done by
useless
Setting
LEARNING
suitable
learning OBJECTIVES
challenges
TEACHING
STYLES
IN
C
Responding
to pupils
diverse
needs
N
SIO
LU
ACCESS
Overcoming potential
barriers to learning
By setting suitable learning challenges, responding to pupils diverse needs and overcoming potential
barriers to learning and assessment for individuals and groups of pupils, schools can make sure that all
pupils learn and make progress.
Presentation slide 1.7
ATTITUDES
SKILLS
Section 4 Inclusion
RESOURCES
4.3
Course documents
Do TAs encourage peer support for pupils who find difficulties in learning?
Are TAs careful to avoid getting in the way of pupils relationships with their peers?
Anti-discriminatory practice
Moving towards successful anti-discriminatory practice involves:
4.4
understanding that diversity is inclusive and that we all have cultural backgrounds and
multiple identities derived from various sources, including our families, our peer groups
and experiences
examining personal prejudices and how they operate, and committing ourselves to
unlearning such prejudices
ensuring that settings are welcoming and unthreatening, where pupils and their
parents/carers and staff feel valued because of their differences and not in spite of them
developing the awareness, confidence, skill and knowledge to challenge stereotypes and
misconceptions effectively; for example, the pupil who thinks black skin is dirty or the
colleague who makes assumptions about a disabled pupils inability to join in an activity
Most of us have had times when we were not included for some reason or another. Think
of a time when you experienced exclusion when you were excluded perhaps from a
social group, a team or a family situation.
What feelings do you associate with that experience?
Section 4 Inclusion
4.5
Pre-session reading
Inclusion
Inclusion is a key concept when considering special educational needs (SEN) and disabilities.
The DfES published Inclusive schooling: children with special educational needs in 2001. This
sets out the principles of an inclusive education service. The principles include the following:
G
Inclusion is a process by which schools, local authorities and others develop their
cultures, policies and practices to include pupils
With the right training, strategies and support nearly all pupils with SEN and disabilities
can be successfully included in mainstream education
An inclusive education service offers excellence and choice and incorporates the views
of parents/carers and children
Inclusive education means that, whatever their needs, pupils learn together in ageappropriate classes in local schools. To get inclusion right, schools must be willing and able
to meet the needs of a wide range of pupils. Inclusion is, therefore, a whole-school
commitment. This means that attitudes, skills and resources must be right.
As a teaching assistant, you need to remember:
G
schools must be careful not to discriminate against pupils with SEN or disabilities
what pupils have in common is greater than the differences between them
However, you need to be aware of the danger that, in your efforts to help you can give too
much support and end up doing the task for the pupil. It is really important that you
remember that your role is to promote independent learning and that encouraging too
much dependence on assistance is not helpful for the pupil.
What is meant by special educational needs and disabilities?
Though often overlapping in the way they are dealt with in legislation, there are important
differences between SEN and disabilities. For example, not all children with disabilities will
have SEN. Nevertheless, children with disabilities who do not have SEN may be at risk of
being less favourably treated and need reasonable adjustment made for them under the
protection offered by the Disability Discrimination Act 1995.
4.6
Section 4 Inclusion
4.7
Presentation slides
Presentation slide 2.1
PPT 2.1
Raising expectations
and achievements by
developing teachers
skills and strategies for
meeting the needs of
pupils with SEN and
disabilities and sharpening
the focus on the progress
children make
difficulty in behaving
properly in school
difficulty in organising
themselves
make a successful
authorities and others
transition to
to understand their
adulthood
responsibilities
4.8
Areas of need:
PPT 2.4
Teacher/Assistant
Child
Task
Environment
Disability discrimination
PPT 2.7
Section 4 Inclusion
4.9
Discrimination: example 1
PPT 2.8
Discrimination: example 2
PPT 2.9
Reasonable adjustments
PPT 2.10
Making provision
PPT 2.11
4.10
Developing plans
PPT 2.12
Section 4 Inclusion
4.11
School staff:
pastoral or subject
teachers
special educational
needs coordinator
(SENCO)
year head/coordinator
other teaching assistants
their mentor
4.12
educational psychologist
advisory teacher (such as
for hearing impairment or
visual impairment)
learning/behaviour
support services
health authority staff:
speech and language
and other therapists
community paediatrician
(school doctor)
Course documents
Write your name using the hand you dont normally write with
Copy the images from presentation slide 1.10, using your wrong hand
1.
2.
Section 4 Inclusion
4.13
4.14
Post-session activities
Activity A Case studies
Discuss the case studies in course document 2.3 with your mentor. What can you learn from
these case studies that you can apply to your own practice?
Read the following fictional case studies and then consider and note down your answers to
the questions that follow each case study. Discuss each case study and your answers with
your mentor back in school. Allow about 10 minutes to consider each case study. Once you
have discussed them, together with your mentor, look at the suggestions that follow for
how a teaching assistant might support each pupil. Add any ideas you have not considered
to your notes.
Section 4 Inclusion
4.15
4.16
As a TA:
1. How can you support Daniel?
2. How can you support Daniels teachers?
3. What skills do you need to support Daniel effectively?
Suggested responses
Case study 2.3a Communication and interaction
Question 1: You can support Mark by:
G
waiting for his response after you ask a question he may need more time to think
about what has been said and to respond
Section 4 Inclusion
4.17
providing visual support such as symbols, drawings, a visual timetable to alert him to
any changes, using personal props such as left to right arrows
checking Mark has understood he may not be able to monitor this himself, so ask him
to tell you what he thinks you meant
monitoring the teachers language and feeding back on what was not understood
preparing Mark with key concepts and vocabulary in advance of specific lessons,
eg. science
keeping Mark focused on the teacher and prompting him to listen for key items
making a visual representation of the information being presented, eg. stick drawings as
the story is read by the teacher and using it to jog his memory later
Question 3: The knowledge and skills you need to support Mark effectively include:
G
understanding the structure of language, eg. the difference between receptive and
expressive language
understanding the speech and language therapy programme you are following and how
to support this on a daily basis
ability to modify plans according to the pupils responses or actions and to evaluate and
recognise success in relation to targets
You can get further information about ways to help pupils to communicate from
I-CAN, 4 Dyer's Building, Holborn, London, EC1N 2QP. Telephone: 0845 225 4071
or at http://www.ican.org.uk
4.18
preparing materials with plenty of visual images and finding appropriate concrete
objects for lessons that are planned
devising or finding games for Sunil to play with his parents/carers to develop
his communication.
Question 3: The knowledge and skills you need to support Sunil effectively include:
G
understanding his learning needs, ideally with the help of a speech and
language therapist
making sure he has all his equipment with him and being prepared to provide
equipment if necessary
working through some strategies, such as traffic lights, to help him settle calmly
Section 4 Inclusion
4.19
observing him and warning the teacher if he seems to be unhappy about anything
Question 3: The knowledge and skills you need to support Daniel effectively include:
G
4.20
working with the class teacher to ensure that the reward programme for the class
recognises Lisas efforts and achievements and that her group see the value she adds
to their efforts
finding ICT hardware and software that allows her to demonstrate her knowledge and
understanding (Becta can advise)
being aware of the time constraints and supporting her to complete work in time to
move to the next activity or break
discussing with her and with her physiotherapist what her needs are in subjects such
as PE, so that she can make the best use of time in that lesson and be included as
much as possible
arranging physiotherapy exercises so that she is not excluded from the curriculum
supporting group work where she is able to make a contribution such as through the
group recording work on a computer.
discussing Lisas needs with the teacher and being aware what the main aims of each
lesson are
ensuring that the classroom is organised for Lisa to use a class computer adapted for
her needs if she does not yet have one of her own
facilitating group interaction so that Lisa demonstrates her abilities within the group
bringing to the teachers attention any particular difficulty Lisa has with access or
understanding in any subject area
discussing new areas of work and working with the class teacher to ensure the lesson is
inclusive and enables Lisa to receive praise and recognition
discussing homework activities with the teacher and looking at ways to differentiate
these so that she is not overburdened.
Question 3: The knowledge and skills you need to support Lisa effectively include:
G
ICT skills and how to enable her to access recording her work through IT
(Becta can advise)
the level of fatigue that she may experience and how this will increasingly affect her
throughout the day and towards the end of the school week
safeguarding training in the area of disability, with particular understanding of the ways
to prevent disabled pupils being bullied.
Section 4 Inclusion
4.21
sensory and/or physical, eg. visual impairment, hearing impairment, cerebral palsy.
Children with SEN may have a range and combination of difficulties extending across more
than one of these groups.
4.22
What is ADHD?
ADHD is a term used to describe the condition of children who have long-term difficulties in
attention, hyperactivity and impulsive behaviour:
G
inattentive means being easily distracted, not being able to settle and being forgetful
and disorganised
impulsive means having a tendency to interrupt, talk out of turn or be unable to wait.
ADHD is a medical diagnosis. Difficulties should have been obvious for more than six
months for a diagnosis to be made, and should be apparent before the age of seven years.
Some children do not have symptoms of hyperactivity but fit the descriptions of
inattentiveness and impulsiveness. These children are described as having ADD attention
deficit disorder without hyperactivity.
Sometimes doctors prescribe tablets (stimulants such as Ritalin, Concerta, Equasym
or a non-stimulant such as Strattera) which help children to focus and have better
impulse control.
As a result of their difficulties, pupils with ADHD find it difficult to plan and control their
behaviour. They often seem to be unaware of danger and have a tendency to rush into
things. With their seemingly endless talking and activity, these pupils can be extremely hard
work for adults.
What are the learning implications?
Skills in concentration, paying attention and following rules are needed in school. Pupils with
ADHD find these skills hard to learn. They find listening to and remembering instructions
difficult. They are often out of their seats and distract others. Their classmates sometimes
find them irritating.
A TA can:
G
think ahead about potentially difficult situations and how they might be managed.
Section 4 Inclusion
4.23
Parents/carers
Aspergers syndrome
4.24
social communication
The verbal language of a pupil with Aspergers may appear formal, often limited to set
phrases. A pupil with Aspergers interprets what is said literally and this can cause
problems of understanding when, for example, figurative language is used. Pupils with
Aspergers may have difficulty in initiating conversation, sustaining conversations and
correcting mistakes in conversations. While they will happily talk at length about
subjects that interest them, they often do not take another persons interests into
account. They may also find it difficult to recognise the usual rules of normal
conversation, such as listening, reflecting and taking turns
social interaction
Pupils with Aspergers face real difficulties in relating to others, especially other pupils,
who may find them odd and awkward in their attempts at making friends. They often
have to be taught specific social skills and even then they may have difficulty using
those skills in different situations. Pupils with Aspergers may find it difficult to show or
recognise emotions in themselves or others and to understand facial expression, eyecontact and other forms of non-verbal communication. Pupils with Aspergers will
usually say exactly what they mean, and will not usually understand the need to adapt
what they say because of the effect it may have on others. For example, a pupil with
Aspergers might quite happily state a fact such as that a person is fat without
realising that in saying it they may hurt that persons feelings
Pupils with Aspergers like routines and may become anxious if these are altered
They are often unaware of others feelings so may not be included by classmates
As they often take things literally, they may find it difficult to understand subjects where
a lot of figurative language is used, eg. in English or humanities subjects
Pupils may have an unusually accurate memory for detail and they often have good
memories for facts and figures
Particular circumstances may trigger anxiety, eg. classroom or corridor noise or bustle,
or particular smells, eg. ethanol in science lessons
Some pupils may be very precise and have problems completing tasks on time
Give short, clear and precise directions allowing the pupil time to process the
information and check for understanding
Section 4 Inclusion
4.25
Give meaningful praise with reference to what the pupil is being praised for
Ensure that all staff and classmates are aware of the characteristics of
Aspergers syndrome
Parents/carers
The SENCO
www.teachernet.gov.uk/asd
The National Autistic Society, 393 City Road, LONDON, EC1V 1NG
website: www.nas.org.uk
What is ASD?
ASD is a generic term used to describe people who have a common set of difficulties that
affect communication, relationships and imagination. Individuals with ASD range from those
with severe learning difficulties to those with above average intelligence or high intelligence.
The latter are referred to as having Aspergers Syndrome. ASD generally means that a child
has difficulties in three areas of development. These areas are:
4.26
social interaction
Pupils with autism can display a marked aloofness and indifference to other people, a
passive acceptance of social contact or an inappropriately stilted and formal manner
of interaction
social communication
Pupils with autism range from not speaking or communicating at all, by either word or
action, through to understanding words but not being able to understand the hidden
rules of normal conversation or the nuances of meaning
imagination
Pupils with autism can have problems in the development of interpersonal play and
imagination, for example having a limited range of imaginative play, possibly copied and
pursued rigidly and repetitively. Some pupils may show bizarre and sometimes
obsessional interest in facts and figures, such as timetables, drainage systems or
motorway networks
A diagnosis of autism will only be made if there is clear evidence of some degree of
difficulty in all three areas of development. Of course, the severity of autism in a child varies
considerably, and people with autism are often referred to as being somewhere on the
autistic continuum because of the wide range of differences between them. Although
autism is found in children of all abilities, it is more often linked with either moderate or
severe learning difficulties.
What are the learning implications?
G
The pupil will not respond as other pupils do they will not seek contact or seek to take
part in activities the way most pupils do
Learn about particular approaches that are appropriate for pupils with autism
Parents/carers
The SENCO
www.teachernet.gov.uk/asd
The National Autistic Society, 393 City Road, LONDON, EC1V 1NG
website: www.nas.org.uk
Section 4 Inclusion
4.27
Cerebral palsy
spasticity: the person finds it very difficult to move their limbs so they have problems
with posture and general movements
ataxia: the person finds it difficult to coordinate their muscle groups so they have
problems with balance, walking, etc.
Most people with cerebral palsy will have a combination of these types and may also have
associated conditions such as those indicated below. However, it is important to remember
that no two children will be affected in the same way. Cerebral palsy is as individual as the
child and needs should be assessed on an individual basis.
What are the learning implications?
There is huge variation between individual children. The disability can be anything from a
fairly minor condition that affects the pupils life only a little, to a major disability that
comprehensively affects both the pupils own life and that of their family.
Its important to realise that some (but not all) pupils who have cerebral palsy also have
other difficulties with learning, such as:
4.28
perceptual difficulties
communication difficulties
sensory impairment, affecting hearing and vision and also sensitivity to touch and
food textures
epilepsy, affecting the child through epileptic seizures and through the drugs used to
control these
It is essential to look for every possible way for such pupils to communicate, but it is also
important to keep a balance between accepting a pupils genuine limitations and making
sure they are provided with as many opportunities as possible to progress as far as they can.
Developments in ICT are able to make significant differences to the quality of life of pupils
with cerebral palsy.
How might a teaching assistant give support?
G
Encourage independence
Help the pupil to move from lesson to lesson, for example by removing obstacles
Be clear about what equipment is needed and how to use it (the occupational therapist
can advise)
In some circumstances assist with toileting (respecting the needs of the pupil)
The local authority is likely to have specialist teachers or educational psychologists who
can provide information or advice
Scope the cerebral palsy helpline, PO Box 833, MILTON KEYNES, MK12 5NY.
Tel: 0808 800 3333 (confidential freephone), email: cphelpline@scope.org.uk
website: www.scope.org.uk
Scope inclusion checklists supporting the inclusion of pupils into early years, primary and
secondary settings are available from the Scope website
Parents/carers
Section 4 Inclusion
4.29
Downs syndrome
4.30
Ability and desire to learn from their peers to imitate and take their cue from them
Ability to use and learn from demonstration, sign, gesture and visual support
Sequential difficulties
Avoidance tactics
Liaise with teaching staff over lesson plans and appropriately differentiated or
modified activities
Teach reading and use the written word to reinforce and teach new vocabulary and
concepts, aid differentiation and develop speech and language skills
Section 4 Inclusion
4.31
Use visual/tactile materials such as pictures and concrete materials to reinforce oral
work and help understanding of new concepts and vocabulary
Speak directly to the pupil and reinforce what is said with facial expressions, sign
and gesture
Use simple and familiar language, short sentences and clear instructions
Provide short listening activities to develop listening and auditory processing skills
Make sure the rules are clear and apply them to pupils with Downs syndrome alongside
their classmates
Make sure the pupil is working with others who are good role models
Dyslexia
What is dyslexia?
Dyslexia is a specific learning difficulty that hinders the learning process in relation to reading,
writing and spelling. When the ability to recognise and manage numbers is affected it is
sometimes called dyscalculia. These difficulties are often called specific learning difficulties.
These are lasting difficulties but do not affect all learning skills. In many cases children who
have dyslexia can achieve at or above the average level in other areas.
Dyslexia may affect:
4.32
the ability to identify sounds in words, eg. rhymes, similar sounds and syllables
concentration
coordination
the ability to put things in order, eg. letters, groups of letters, days, months, stories
or information
Encourage effort
Act as scribe
Enable self-correction
Section 4 Inclusion
4.33
The Dyslexia Institute, Park House, Wick Road, Egham, SURREY, TW20 0HH
website: www.dyslexia-inst.org.uk
Parents/carers
Dyspraxia
What is dyspraxia?
Dyspraxia is a specific difficulty that affects the brains ability to plan sequences of
movement. It is thought to be connected to the way that the brain develops. The effects
that dyspraxia has on a childs ability to function at home and at school can vary, depending
on the degree of difficulty.
Difficulties may be found in some or all of the following areas:
G
poor performance in sport, general clumsiness, poor balance, difficulties in learning those
skills that involve coordination of body parts, such as riding a bike or swimming
poor handwriting, often resulting from too much pressure being applied to the pencil in
an attempt to control it. Conversely, the childs writing may be neat, but extremely slow,
reducing the amount of work that they can complete in a given time
self-help and organisation skills dyspraxic children often take a long time to get dressed
and to organise themselves in the morning. They may find it difficult to remember what
equipment is needed when, and typically will mislay their belongings at school
Dyspraxia can be associated with a delay or disorder in expressive language skills, such as in
sequencing words within a sentence, or in controlling the movements necessary to
articulate certain speech sounds.
What are the learning implications?
Dyspraxia can affect a pupils progress in school on a number of different levels.
G
4.34
Poor handwriting skills affect both the speed and quality of written work. Difficulties in
self-organisation can extend to difficulties in organisation of thoughts and in planning,
leading in turn to disorganised or disjointed work. Often the dyspraxic child appears to
have a lot of information in their head, but cannot record that information in a logical
and meaningful order. Their written work does not match their apparent verbal ability.
These difficulties can lead to frustration and problems with self-esteem, which can
further lead either to withdrawn behaviour or to acting out
Children with dyspraxia can appear emotionally immature, and are often awkward or
clumsy in their social relationships. This can result in a degree of social isolation
Encourage effort
Know how the pupil should sit and hold the pen, and what particular equipment
might help
Occupational therapist
Parents/carers
Section 4 Inclusion
4.35
Hearing impairment
Conductive hearing loss this means any cause or condition that affects the progress of
sound into the ear canal or across the middle ear. Conductive problems can often be
treated by medicine or by surgery; for example, glue ear, which occurs when fluid builds
up in the middle ear, can be treated by an operation to insert a grommet
Sensori-neural hearing loss this means defects in the fine structure of the inner ear or
sound pathways to the brain. Usually high-frequency sounds are most affected. This
hearing loss is more likely to be permanent
Mixed loss this means both types of hearing loss. It is not enough to know that a pupil
has a hearing loss; you need to know which sounds are affected and by how much
There are also different degrees of hearing loss. Losses are often described as ranging from
mild to profound and are measured in decibels (dB).
G
Mild loss is outside the normal range (greater than 20dB and less than 40dB). This
would mean a pupil might have difficulty in hearing faint or distant speech, listening and
concentrating in classroom or in other noisy environments, and possibly some delay in
speech and language skills.
Moderate loss is 41 to 70dB. Most pupils with moderate hearing loss have significant
difficulties with speech and language and they generally need to use hearing aids.
Severe loss a loss measured at between 71 and 95dB, means speech may not be
understood without hearing aids or lip-reading. Speech and language are likely to be
significantly affected.
Profound loss a profound loss (96dB and over) means no speech is heard without
hearing aids.
If a pupil was born deaf, or acquired a hearing loss before learning to talk, then their speech
is likely to be severely affected. If a pupil became deaf after learning to talk, their ability to
talk is not lost, but their speech may be impaired because of their inability to hear their own
speech. The earlier a hearing loss is recognised, the sooner its effect can be reduced by
treatment or by using hearing aids. Children who have a severe or profound loss benefit
from hearing aids or cochlear implants electronic devices which by-pass the damaged
inner ear to stimulate the auditory nerve directly.
4.36
The pupil will find it difficult to know where sound is coming from and a high level of
background noise will make things worse
The pupil will need to be close to the teacher to be able to hear and, if necessary,
lip-read effectively, but will also need to be able to see other members of the class
Certain aids and technological support are needed for the pupil to gain maximum
access to the curriculum
Ensure the pupil is sitting where he or she can see the teacher clearly
Make eye contact and get the full attention of the pupil before speaking
Check understanding
The local education authority is likely to have specialist teachers of the deaf and
educational psychologists who can provide information, advice and support
The National Deaf Childrens Society, 15 Dufferin Street, LONDON, EC1Y 8UR
website: www.ndcs.org.uk
The Royal National Institute for Deaf People, 19-23 Featherstone Street, LONDON,
EC1Y 8SL
website: www.rnid.org.uk
Parents/carers
Section 4 Inclusion
4.37
Visual impairment
Partial sight partially sighted pupils have enough vision to manage school tasks but
may need the help of special teaching methods and materials to compensate for their
visual difficulties
Low vision pupils with low vision have severely restricted vision but can make some
use of their sight. They may be able to see work or general mobility in close-up, with the
aid of good lighting, careful positioning and low vision aids such as magnifiers. They may
or may not use a tactile code such as Braille
Educationally blind pupils who are educationally blind are unable to learn through
sight and have to be educated mainly by non-sighted methods, using touch and hearing
only for example, using Braille
Being registered blind involves a medical definition and means that an individual is likely to
function in their daily lives mainly through touch and hearing. It does not necessarily mean
that they have no useful sight at all.
A significant number of children with visual impairment also have additional needs such as a
learning difficulty, hearing impairment or physical disability.
What are the learning implications?
The impact of visual impairment varies considerably between individuals according to the
nature and severity of their sight loss and their ability to manage it. For example, a pupil
who has been totally blind from birth is likely to experience significantly greater difficulties
than one with partial sight who has a good understanding of the visual world around them.
To a greater or lesser degree, the following may apply:
4.38
Visual impairment may affect a pupils ability to do detailed and careful physical
movements. Without visual stimuli the usual motivation to explore may be reduced, and
so physical skills and confidence can be slow to develop. Children with impaired vision
often have less opportunity to move about independently and to imitate others, and
thus develop a poor body image. They may find difficulty with skills that involve the
senses and be poor in coordinating movements for example, they may find it difficult
to pour liquids
Speech and language usually develop normally, but may sometimes be delayed if the
pupil has fewer experiences that help develop language and understanding
Because pupils with poor vision cant learn by watching, they may need tasks to be
reinforced for them on an individual basis by additional explanation or modelling. They
may not be able to do schoolwork as quickly as other pupils, because it will often be
harder for them to access the necessary information
Because they are not able to learn the messages of body language or facial expression
that other children learn without realising it, they may also find difficulties in relating
socially with other pupils
Because those around a pupil with a visual impairment may be tempted to over-protect
them, this can combine with all the other things to affect their self-esteem and
confidence
The local authority is likely to have specialist teachers or educational psychologists who
can provide information and advice
Royal National Institute of the Blind, 105 Judd Street, LONDON, WC1H 9NE
website: www.rnib.org.uk
Section 4 Inclusion
4.39
Pre-session activity
Activity C
Finding out about your school
Find the answers to the following questions about your school from a senior teacher, your
mentor or the ethnic minority achievement (EMA) coordinator:
G
Does your school have a policy for teaching English as an additional language?
Read these background notes on pupils for whom English is an additional language.
4.40
As EAL learners have a range of individual needs, it is important that these needs are
understood and that the support provided is appropriate for the individual.
It is important to recognise that many EAL learners learn very quickly. They are not, in most
cases, slow learners and any supposition that they have special educational needs should
only be arrived at after thorough investigation and assessment. However, it takes many
years to become fully fluent in English. Research suggests that it takes on average five to
seven years to become fully competent in a second language. Fluency in spoken English is
usually achieved within two years but the ability to read and understand more complex
texts containing unfamiliar cultural references and write the academic language needed for
success in examinations takes much longer.
The challenge that EAL learners face is that they are learning several things at once to
adapt to a new environment; to speak, read and write English; and, through English, to
understand the rest of the school curriculum and make social relationships with their peers.
Many schools will have a specific policy for teaching EAL learners. Most policies will include
the following three principles:
G
Inclusion it is important for EAL learners to feel part of the class, and to be included
in all activities. It is generally best practice for such pupils to be kept in the classroom,
with any support workers, except on particular project activity
Access to the curriculum pupils will be learning the curriculum as well as the English
language. It is therefore the task of the classroom teacher and TA to take every
opportunity to increase their understanding of the words and ideas they need to
progress in all subjects, and to build on pupils previous knowledge and experience to
support learning
Respecting the first language and culture of the learner it helps to build their
confidence and self-esteem if pupils know that their home and culture are respected.
It also helps them to learn some things more readily if they have opportunities to use
their first language while they are learning English.
Ideally, strategies for teaching EAL learners should be coordinated throughout the school,
building on the expertise and judgement of a range of staff, including specialist support
where available. Effective schools plan for pupils needs at class, year and school level.
Class teachers, often in conjunction with specialist EAL teachers, will plan the work
according to school policy. A TA should be included in the agreed teaching strategies to
meet the needs of individual pupils. The contribution of the TA should be invaluable in
supporting the specific strategies that have been planned for each pupil. The particular
knowledge and insight of TAs can, and should, support and inform this process.
The notes below show how the principles described above can be applied in different
situations and classroom activities.
Section 4 Inclusion
4.41
4.42
making sure their names are pronounced correctly and they are introduced to the class
checking with them whether they have any concerns over their dietary or
religious requirements
learning a few words of their own languages (such as words of greeting) and using them
in a context that emphasises respect and value for pupils own languages and cultures
seating them either with other pupils with the same home language or (if there isnt
one) with a pupil who can be trusted to help them settle in
showing pupils where the cloakroom, toilet, dining facilities etc. are, and teaching them
the English words for these
making sure they have enough individual adult attention for the settling-in period
making sure that the conduct of others in the class is appropriate and intervening firmly
at any hint of name calling or similar negative behaviour
making sure that resources are available for pupils that support their understanding of
the task (eg. diagrams, visual aids, vocabulary cards)
allocating them responsibilities in class (with a partner) that are non-verbal (eg. pinning
up display material, distributing papers)
accepting that being silent for a period is a normal part of second language development,
while the learner is listening and absorbing the sounds of the new language. It is
important that pupils are actively included in all discussions and conversations, even
though they may not respond at first. It can be helpful to include another pupil in the
conversation so that the new pupil can feel part of the teaching activity.
while assisting with individual or group activities, stressing and repeating the key
vocabulary of the activity
using this assembled material as a personal resource that will give opportunities for
repeating the language of the activity
displaying and using a range of key visuals pictures which convey an idea relevant to
the curriculum area
helping the pupil gain understanding of metaphoric or idiomatic language and the
context of colloquial language, using every opportunity for discussion and praising EAL
learners for their contribution, even if hesitant
encouraging correct usage by rephrasing incorrect language in a correct form rather than
publicly pointing out the mistake.
helping pupils talk about a teaching and learning activity in language which moves
towards appropriate written form.
Section 4 Inclusion
4.43
supporting pupils learning and developing their confidence by using the home language
as well as English
encouraging parents/carers to attend school events and feel part of the school
community
During any assessment of the pupils abilities or aptitudes, the bilingual or multilingual TA
can provide a crucial link to ensure mutual understanding between the pupil and the teacher
or assessor.
Even where bilingual TAs do not speak the home language of particular pupils, they will have
a useful insight into how language works, how language misunderstandings can arise, the
importance of homeschool links and the need for cultural sensitivity.
In general
It is important to remember that EAL learners have differing needs. Some may already speak
more than one language, or may speak different languages to different family members.
Pupils should be made to feel that having skills in a number of languages is something to be
proud of.
Some students may have arrived in this country having suffered considerable hardship,
separation or trauma. A TA may be the first to gain the trust of a pupil in such a position
and may be the first to gain an understanding of any fears, apprehensions or misconceptions
such a pupil may have.
Pupils who may appear fully fluent in both spoken and written English may also benefit
from additional support.
Each school should have a behaviour and attendance policy which makes it clear that any
sort of racist behaviour is unacceptable. TAs, who are often in informal settings with pupils,
may be the first to pick up name-calling or bullying or to identify that certain pupils are
being left out. These situations need to be dealt with promptly, in line with the behaviour
policy, in partnership with the class teacher.
4.44
Many local authorities publish advice on how to support EAL learners. Most have teams or
individuals with specific responsibility for minority ethnic pupil support within the authority
and they will be able to provide additional support and advice.
Some useful websites
G
E2L
TEFL
ESOL
In the session, the term bilingual is used to describe any person who uses more than one
language regularly, not just for a person already fluent in two languages.
Section 4 Inclusion
4.45
Presentation slides
Presentation slide 3.1
4.46
A stress-free environment
PPT 3.6
EAL learners:
need to listen and tune in to English being
used in context
may be silent for a time
need lots of opportunities to talk
Section 4 Inclusion
4.47
Language quiz
PPT 3.9
Stap 2 Plaatsing van de opvanglade
1. Haal de opvanglade uit haar plastic
omhulsel
2. Zet de geleiders op de opvanglade
gelijk met de groeven op de printer
3. Duw de lade erin en vergrendel eerst
de linkerkant en daama de rechter
4. Breng de lade naar breneden, in haar
horizontale stand
Parcio a Theithio
Aberystwyth
4.48
Being bilingual
Knowledge of local community
Section 4 Inclusion
4.49
Course documents
Language stories
My name is Layla. I am 11 years old. I have just arrived in England from Somalia. I used
to go to the Italian school in Mogadishu and my favourite subject is history. I am looking
forward to starting secondary school in September.
My name is Ercan. I was born in Turkey and I started school when I was six years old.
I moved to Germany when I was eight and learned to speak, read and write in German
during my two years at school there. I have just come to England and am learning to
speak English. I find it easier to use Turkish and English in class activities, but I find it
easier to write in German.
My name is Ahmed. I am 12 years old and I came to England to join my family
when I was 10. I can read and write in Bengali and I also speak Sylheti. I enjoy maths
and Im very good at it but sometimes I cant show what I can do because I cant read
the questions.
My name is Kiran. I am seven years old. I was born in England and my family all speak
Gujarati. When I went to nursery, I didnt speak any English, but I was used to hearing it
in shops, in the street and on television. Now I can speak English, and read and write in
English, but I still speak Gujarati at home.
My name is Abraham. I come from Ghana. My family language is Twi, but we all speak
English because English is the language of education in my country. I am 16 years old
and I was a successful student at my school in Ghana. When I came to England I was
surprised to find that the English spoken here is quite different from the English spoken
in Ghana. I am also finding the school is very different from the schools I have been
accustomed to.
My name is Boris. I am Russian. I came to England a year ago when I was six. I had
never been to school before, but I had been to kindergarten. My mother has taught me
to read and write in Russian. Now I can read English as well. My favourite book at the
moment is The worst witch.
My name is Dido. I am 14 years old and I have just arrived in England from Zaire.
I speak Lingala and French. I went to a French-speaking school in Zaire for a little while
but we had to leave the country suddenly and Ive missed a lot of school. I would like
to return to my country one day, but I have no one to look after me there.
4.50
1966
Language centres
phased out E2L
teachers support
pupils in school
both within
mainstream and in
withdrawal groups
Language support
teachers work in
partnership with
mainstream class
and subject teachers
Language specialist
(EMA) and
mainstream
teachers plan the
inclusive curriculum
together. TAs
support
implementation in
the classroom
1985
1988
Calderdale ruling
Education Reform Act
National curriculum introduced
1993
Private Members bill concerning funding support for minority ethnic pupils
1999
2000
Curriculum 2000
Statutory inclusion statement
Race Relations Amendment Act
Learning for all
2002
2005
Section 4 Inclusion
4.51
4.52
Ofsted institutes training for all inspectors in the evaluation of educational inclusion, with a
strong emphasis on race issues.
The Race Relations Amendment Act 2000 requires all public bodies to produce a race
equality policy by 31 May 2002, and to have explicit means of reporting, monitoring and
challenging racial harassment.
The CRE publication Learning for all sets out the standards for race equality in schools.
2005 In some schools, the ethnic minority achievement grant (EMAG) finances additional
specialist teachers and support staff, including EAL and EMA teachers or coordinators, bilingual
teaching assistants, higher level teaching assistants, teaching assistants, community language
teachers and instructors, and nursery nurses, as well as other staff who address the specific
needs of pupils learning English as an additional language. Specialist staffing is limited largely
to schools with significant numbers of bilingual or minority ethnic learners. In mainly
monolingual areas, specialist consultants, teachers and support staff are likely to be employed
by the local authority and may undertake only advisory visits, short-term placements or
peripatetic support in schools. Recent government initiatives focus on raising the achievement
of pupils from minority ethnic groups and developing mainstream expertise in providing for
the needs of EAL learners. For example, the Primary National Strategy has produced
Excellence and enjoyment: learning and teaching for bilingual pupils in the primary years.
Section 4 Inclusion
4.53
4.54
Statement
Comments/rationale
Section 4 Inclusion
4.55
4.56
Ways in which TAs can support pupils who are learning English as an additional language:
Speaking and listening
G
Engage the pupils in conversation and encourage as much spoken response from them as
possible, inside and outside the classroom
Speak to them directly and help them join in with class and group activities
Section 4 Inclusion
4.57
4.58
Pupil grouping
ENGLISH LANGUAGE
ACQUISITION AND
CURRICULUM LEARNING
Valuing diversity
Visual support
Book 3.8
Section 4 Inclusion
Listening
Pupils listen attentively for short bursts of time.
They use non-verbal gestures to respond to
greetings and questions about themselves, and
they follow simple instructions based on the
routines of the classroom.
Step 1
Reading
Pupils begin to associate sounds with
letters in English and to predict what the
text will be about. They read words and
phrases that they have learned in different
curriculum areas. With support, they can
follow a text read aloud.
Writing
Pupils use English letters and letter-like forms
to convey meaning. They copy or write their
names and familiar words, and write from left
to right.
Writing
Pupils attempt to express meaning in writing, supported
by oral work or pictures. Generally their writing is
intelligible to themselves and a familiar reader, and shows
some knowledge of sound and letter patterns in English
spelling. Building on their knowledge of literacy in
another language, pupils show knowledge of the function
of sentence division.
Working
towards
Level 1
No longer applies
to pupils acquiring
English as an
additional
language
Writing
Pupils use phrases and longer statements that
convey ideas to the reader, making some use of
full stops and capital letters. Some grammatical
patterns are irregular and pupils grasp of English
sounds and how they are written is not secure.
Letters are usually clearly shaped and correctly
orientated.
Writing
Pupils produce recognisable letters and words
in texts, which convey meaning and show
some knowledge of English sentence division
and word order. Most commonly used letters
are correctly shaped, but may be inconsistent
in their size and orientation.
Reading
Pupils use their knowledge of letters,
sounds and words to establish meaning
when reading familiar texts aloud,
sometimes with prompting. They
comment on events or ideas in poems,
stories and non-fiction.
Reading
Pupils can read a range of familiar words, and
identify initial and final sounds in unfamiliar
words. With support, they can establish
meaning when reading aloud phrases or
simple sentences, and use contextual clues to
gain understanding. They respond to events
and ideas in poems, stories and non-fiction.
Reading
Pupils participate in reading activities. They
know that, in English, print is read from left to
right and from top to bottom. They recognise
their names and familiar words and identify
some letters of the alphabet by shape
and sound.
Speaking
Pupils copy talk that has been modelled.
In their speech, they show some control
of English word order and their
pronunciation is intelligible.
Speaking
Pupils speak about matters of
immediate interest in familiar settings.
They convey meaning through talk and
gesture and can extend what they say
with support. Their speech is sometimes
grammatically incomplete at word and
phrase level.
Level 1 Threshold
Speaking
Pupils speak about matters of interest to a range
of listeners and begin to develop connected
utterances. What they say shows some
grammatical complexity in expressing
relationships between ideas and sequences of
events. Pupils convey meaning, sustaining their
contributions and the listeners interest.
Speaking
Pupils echo words and expressions drawn from
classroom routines and social interactions
to communicate meaning. They express some
basic needs, using single words or phrases
in English.
Listening
Pupils understand simple conversational
English. They listen and respond to the
gist of general explanations by the teacher
where language is supported by nonverbal cues, including illustrations.
Step 2
Level 2
Level 1 Secure
Listening
In familiar contexts, pupils follow
what others say about what they
are doing and thinking. They listen
with understanding to sequences of
instructions and usually respond
appropriately in conversation.
Listening
With support, pupils understand and
respond appropriately to
straightforward comments or
instructions addressed to them. They
listen attentively to a range of speakers,
including teacher presentation to the
whole class.
NATIONAL
CURRICULUM
ENGLISH
Book 3.9
4.59
The assessment of English as an additional language should follow the same principles of
effective assessment of all pupils. It should:
G
be reliable in terms of enabling someone else to repeat the assessment and obtain
comparable results
be manageable, both in terms of the time needed to complete the task and in providing
results which can be reported or passed on to other teachers.
be clear about the purpose of the assessment, distinguishing summative, formative and
diagnostic aims
be sensitive to the pupils first or main other language(s) and heritage culture
take account of how long the pupil has been learning English
focus on language, while being aware of the influence of behaviour, attitude and cultural
expectations
4.60
Section 4 Inclusion
4.61
4.62
Listening skills
Story-telling skills
Supporting reading
Preparing resources
Making displays
Add to this grid as you work with EAL learners. You can get information for it from
dictionaries and phrase books, but the best source of expertise is the pupils themselves.
They will be more than pleased to help you with pronunciation!
Language
Hello
Goodbye
Well done
Spanish
Buenos das
Hola
Adios
Hasta la vista
Muy bien
Albanian
Hej
Ndarje
Mire br
Section 4 Inclusion
4.63
This section of the file consists of the school-based training part of the EAL session.
It contains:
G
background notes
The training consists of four activities. These activities focus on the progress of an individual
pupil who is in the early stage of English language acquisition. The purpose of this focus is to
observe and reflect on the way in which individual pupils learn to use English in school and
how the adults in school promote pupils language and curriculum learning. You should
receive guidance from your mentor in carrying out these activities.
4.64
Previous schooling: if the pupil has attended school in another country they will have
age-appropriate literacy experience which will affect the rate of their English language and
literacy development. Previous schooling will also affect the pupils approach to curriculum
learning and their expectations of school. A fractured schooling in the country of origin
and/or changes of school in the UK may adversely affect the way in which the pupil settles
into school.
Community school: where communities are well established there are usually
supplementary schools where community languages, history and culture are taught. It is
useful to know whether a pupil is attending such a school as, if so, they will be learning to
read and write in the community language at the same time as they are learning in English
at school.
To complete the preliminary statement, read through the Qualifications and Curriculum
Authority (QCA) descriptors for speaking and listening in A language in common: assessing
English as an additional language (see Recommended further reading, section 3 of this part
of this file, and course document 3.9). This should be readily available in your school but is
also available at www.qca.org.uk/2933_500.html. Based on your existing knowledge of the
pupil, make an informal assessment of their level of English language acquisition. Then add
any information about their academic and social progress in school that you think is
relevant to the pupil profile.
Date:
Information
Date of birth:
Boy/Girl:
Year group:
Languages spoken:
Languages pupil can read:
Languages pupil can write:
Date of arrival in UK:
Date admitted to school:
Previous schooling
(UK and elsewhere):
Community school:
Please comment on your focus pupils level of English language acquisition using the QCA
descriptors in A language in common: assessing English as an additional language, which
extend the national curriculum English scale for speaking and listening.
Section 4 Inclusion
4.65
Date:
Information
Date of birth: 13/9/92
Boy/Girl: Girl
Year group: 4
Languages spoken:
May 2000
June 2000
Previous schooling
(UK and elsewhere):
2 years in Turkey
Community school:
No
Please comment on your focus pupils level of English language acquisition using the QCA
descriptors in A language in common: assessing English as an additional language, which
extend the national curriculum English scale for speaking and listening.
Ayse has settled into the class and has made two or three close friends.
Although Ayse is very quiet in class, she listens attentively and follows instructions well.
She says more when she is working in a small group where she feels comfortable. She
sometimes asks another Turkish speaker for help, but mostly seems determined to use
English in class.
Ayse enjoys listening to stories and loves books her favourite is Winnie the witch. She
takes dual language books home to read with her family.
I think that on the QCA scale, Ayse is at level 1 Threshold for speaking and listening.
4.66
Section 4 Inclusion
4.67
Choose a book to share with your focus pupil. Depending on the pupils experience in
reading, either read the text aloud, encouraging them to join in, or ask the pupil to read to
you, supporting them with unfamiliar words where necessary. Talk about the story and
characters (fiction) or the topic (non-fiction), and any illustrations.
Pupils name:
Year group:
Date:
Title of book:
G
familiar
unfamiliar
Overall impression
of pupils reading
Strategies used:
G
phonic
graphic
syntactic
contextual
4.68
Level 1 Secure
Level 1 Threshold
Step 2
Step 1
Year group: 7
familiar
unfamiliar
Overall impression
of pupils reading
Strategies used:
G
phonic
graphic
syntactic
contextual
Section 4 Inclusion
Level 1 Secure
Level 1 Threshold
Step 2
Step 1
4.69
rehearse responses
During the following half term complete the form Pupil observation 2 and note any
changes in your focus pupils level of participation. Also note which strategies have proved
most effective.
4.70
Year group:
Date:
Does the pupil appear to be engaging with the content of the session?
Observation
Year group: 8
Does the pupil appear to be engaging with the content of the session?
Observation
Marco sitting at the back of the classroom. Shuffled evidence cards but clear he did not
know what to do with them. After a while was distracted, looking round the classroom at
others. Matched cards by copying his neighbour. Was unsure and hesitant when asked a
direct question by the teacher.
Section 4 Inclusion
4.71
Year group:
Date:
Using the information from your pupil observations, identify one learning priority
and decide what strategies you intend to use, or strengthen, to increase the pupils
engagement in the lesson.
Learning priority
TA support strategies
Year group: 8
Using the information from your pupil observations, identify one learning priority
and decide what strategies you intend to use, or strengthen, to increase the pupils
engagement in the lesson.
Learning priority
G
Marco to understand the demands of the task and carry out the activities.
Marco to listen more attentively and indicate where he does not understand.
TA support strategies
4.72
Change Marcos seat to one where he can see the whiteboard and the teacher
more clearly.
Pair Marco with a supportive buddy to work with in the initial stages of each activity
rather than leave him to struggle and then be distracted by others.
Year group:
Date:
Successful strategies
Year group: 8
Seating arrangement. Marco now sitting with supportive peer and can see
whiteboard clearly.
Section 4 Inclusion
4.73
Planning
G
Where appropriate, being aware of the role/intervention planned for by the teacher,
as stated in the short-term plan.
Preparation
G
Delivery
In a whole-class session, sitting near pupil in order to:
G
encourage engagement
rehearse responses
act as a talk partner, or facilitate pupil working with another pupil as talk partners.
In group/individual work:
4.74
supporting reading
At any time during the lesson the TA can observe a group or individual pupils engagement
with the teachers presentation or the groups or pupils approach to any task/activity.
Review
G
Feeding back specific detail on focus pupils progress within the lesson.
Year group:
Languages spoken:
Do you have any further information about the pupils home language use,
literacies and identity?
Comment on the pupils progress in:
G
reading
Reflecting on your work with this pupil, what do you think has contributed to his/her
progress in English acquisition?
Section 4 Inclusion
4.75
reading
Taner has always loved the book corner. He has progressed from imitating the teacher to
sharing texts with adults, commenting on pictures and stories. He is moving towards
independence, developing his phonic skills well.
Reflecting on your work with this pupil, what do you think has contributed to his/her
progress in English acquisition?
I always make sure I am near Taner when the class is sitting on the carpet and encourage
him to answer questions.
I have built up a relationship with Taner and we talk about anything and everything that
interests him.
I have learned to say hello and well done in Turkish.
4.76
Commission for Racial Equality, 2000, Learning for all: standards for racial equality in schools
(ISBN 1 85442 223 5)
DfES, 2005, Aiming high: guidance on the assessment of pupils learning English as an
additional language (DfES 1469-2005DOC-EN)
DfES, 2004, Aiming high: understanding the educational needs of minority ethnic pupils in
mainly white schools. Can be downloaded from
www.standards.dfes.gov.uk/ethnicminorities/links_and_publications/
DfES, 2005, Ethnicity and education: the evidence on minority ethnic pupils (RTP01-05). Can
be downloaded from www.standards.dfes.gov.ek/ethnicminorities/links_and_publications/
DfES, 2005, Marking progress: training materials for assessing English as an additional
language. Can be downloaded from
www.standards.dfes.gov.uk/ethnicminorities/resources/markingprogress.pdf
DfES, 2001, Literacy across the curriculum, module 12: All inclusive supporting EAL learners
(DfES 0235/2001)
DfES, 2002, Supporting pupils learning English as an additional language, revised edition
(DfES 0239/2002)
Gravelle, M (ed), 2000, Planning for bilingual learners: an inclusive curriculum, Trentham
Books (ISBN 1 85856 175 2)
Kenner, C, 2000, Home pages: literacy links for bilingual children, Trentham Books
(ISBN 1 85856 212 0)
Ofsted, 2000, Evaluating educational inclusion: guidance for inspectors and schools
(HMI 253). Can be downloaded from www.ofsted.gov.uk
Ofsted, 2004, Managing the ethnic minority achievement grant: good practice in secondary
schools (HMI 2172). Can be downloaded from
www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.displayfile&id=3603&type=pdf
Qualifications and Curriculum Authority, 2000, A language in common: assessing English as an
additional language (QCA/00/584, ISBN 1 8583 4311). Can be downloaded from
www.qca.org.uk/downloads/3359_language_in_common.pdf
Qualifications and Curriculum Authority, Pathways to learning for new arrivals,
www.qca.org.uk/8476.html
Richardson, R & Woods, A, 1999, Inclusive schools, inclusive society, Trentham Books
(ISBN 1 85856 2031)
South, H (ed), 1999, The distinctiveness of English as an additional language:
a cross-curriculum discipline, NALDIC Working Paper 5, NALDIC, Watford
Section 4 Inclusion
4.77
Section 5
Literacy
Section 5
Literacy
Contents
Pre-module activities
Activity 1
Activity 2
page 5.3
page 5.4
Session 1
page 5.13
Session 2
page 5.15
Inter-session activity
page 5.22
Activity 3
Session 3
page 5.27
Session 4
page 5.30
Early phonics
Inter-session activity
page 5.33
Activity 4
Session 5
page 5.34
Review of activities
Session 6
page 5.35
Later phonics
Inter-session activity
Activity 5
Section 5 Literacy
page 5.38
5.1
Session 7
page 5.39
Inter-session activity
page 5.42
Activity 6
Session 8
page 5.42
Writing
Post-module activity
Activity 7
5.2
page 5.45
Pre-module activities
- Early Literacy Support (ELS) materials (currently being revised and will be available from January 2008)
- Further Literacy Support (FLS) materials
- Grammar for Writing out of print but downloadable at:
www.standards.dfes.gov.uk/primary/publications/literacy/63317/
5.3
foundation stage pupils aged 3 to 5 nursery and reception classes (sometimes called
foundation 1 and foundation 2)
In key stages 1 and 2 it covers ten subjects. Three English, mathematics and science are
core subjects, in which pupils sit national tests at the end of key stages 1 and 2 (end-of-year
national tests). There are also voluntary national tests for other year groups in key stage 2.
For each subject and in key stages 1 and 2:
G
attainment targets set the level of performance pupils are expected to achieve.
In the primary school from year 1, levels of attainment generally range between level 1 early
in key stage 1 and level 5 at the end of key stage 2.
5.4
Key stage 1
13
Level 2 at age 7
Key stage 2
25
Level 4 at age 11
In the key stage 1 national tests at the end of year 2, most pupils are expected to achieve a
level 2 or higher. In the key stage 2 national tests at the end of year 6 most pupils are
expected to achieve a level 4 or higher.
Details of the programmes of study for all primary subjects can be found in The National
Curriculum Handbook for Primary Teachers in England. There is also a special curriculum
handbook for English English: The National Curriculum for England.
The Primary Framework (literacy) translates the English strands of learning into practical,
manageable, teaching sequences.
Background to the Early Years Foundation Stage curriculum and early learning goals
The governments ten-year strategy for childcare: Choice for parents, the best start for children
(December 2004) proposed the establishment of a single quality framework for services for
children from birth to age five. The Early Years Foundation Stage (EYFS) is that framework,
bringing together the Curriculum Guidance for the Foundation Stage (3-5 year olds) with
Birth to Three Matters and the National Standards for Daycare. The EYFS becomes statutory in
2008 and will be compulsory for all early years providers who have to register with Ofsted, as
well as independent, maintained and non-maintained special schools with provision for
children from the age of three to the end of the academic year in which they become five.
The EYFS is a comprehensive framework for learning, development and care. It is based on
four overarching principles which guide the work of all early years practitioners:
G
A unique child every child is a competent learner from birth who can be resilient,
confident, capable and self assured
Enabling environments the environment plays a key role in supporting and extending
childrens developing and learning
Learning and development children develop and learn in different ways and at different
rates and all areas of learning and development are equally important and inter-connected.
physical development
creative development
The EYFS sets out the expectations for most children to reach in these six areas of learning
by the end of reception. These are the early learning goals.
Section 5 Literacy
5.5
The early learning goals are reflected in the objectives in the framework for teaching literacy.
By the end of the reception year, some children will have exceeded the goals. Other children
will be working towards some or all of the goals particularly younger children, those with
special educational needs (SEN) and those learning in the early stages English as an
additional language (EAL).
Teachers and others working with children in nursery and reception classes are required to
plan a curriculum that will help all children to make good progress towards, and where
appropriate beyond, the early learning goals.
The Early Years Foundation Stage provides guidance on effective teaching and learning,
including observation, planning and assessment in the six areas of learning. It gives examples
of children working towards, reaching and going beyond the early learning goals.
The first three points are based mainly on the stepping stones in the curriculum guidance.
These are now part of the EYFS areas of learning and development.
The next five points are drawn from the early learning goals themselves and are more or
less in order of difficulty (although some children may achieve a later goal without going
through earlier stages). Most children should achieve at least six scale points on each of
the assessment scales by the end of reception.
The final point in each scale describes a pupil who is working consistently beyond the
level of early learning goals.
It is expected that teachers will fill in the profile for each pupil periodically throughout the
year. At the end of reception, the completed profile will form the basis for reports to
parents/carers and will be shared with the year 1 teacher to ensure continuity and
progression as children make this transition. Each child is given a score (out of nine) for each
of the 13 assessment scales.
5.6
Every local authority has literacy consultants available to help and advise schools in
implementing the strategy. These literacy consultants also report back on examples of
successful teaching and classroom organisation they see in schools. As further resources are
produced, they are able to spread these ideas to other teachers around the country.
The objectives
In general, the daily literacy lessons will continue, so that pupils are taught the knowledge,
skills and understanding as set out in the National Curriculum.
The emphasis on carefully planned, purposeful and well-directed teaching and learning remains
at the core of the Primary Framework (literacy). Lessons still need a clear start and end, so that
pupils know what they are learning and can recognise the progress they are making.
The expectation based on the recommendations of the Rose Review is that in Reception and
Year 1 classes there will be a daily discrete teaching session of phonics for early reading. The
Primary Framework provides guidance materials to support this work. Teachers will be using
a systematic approach to teaching phonics such as that set out in Letters and Sounds, a key
resource to support their teaching.
The emphasis is on planning, focusing on learning key objectives not coverage. Sequences of
lessons that focus on learning outcomes are exemplified in the framework. Examples of
longer sequences of planning are provided. There is a change in emphasis in the structure of
literacy lessons. A three-part lesson may still be suitable, but teachers can now adapt and
revise the structure so as not to limit the flow of pupils learning and the challenges
provided. Sustaining interest and enjoyment and making links between subjects are central
to this flexibility.
A clear structure for learning is provided in the Primary Framework (literacy), organised into
12 strands of learning.
Speaking and listening strands
1. Speaking
2. Listening and responding
3. Group discussion and interaction
4. Drama
Reading strands
5. Word recognition, which includes decoding (reading) and encoding (spelling)
6. Word structure and spelling
7. Understanding and interpreting texts
8. Engaging with and responding to texts
Writing strands
9. Creating and shaping texts
10. Text structure and organisation
11. Sentence structure and punctuation
12. Presentation
Section 5 Literacy
5.7
How were pupils sitting? Could they all see and hear the teachers presentation?
Did they have support from an additional adult? If so, what kinds of support
did the adult offer?
Was there any thinking and discussion time? Did the pupils use English and/or
other languages?
If there was thinking and discussion time, were pupils partners selected or random?
Did the pupils discuss and answer questions about the text?
5.8
What strategies had the teacher organised to make pupils independent and avoid
them interrupting the teacher?
Were any pupils unable to look after themselves and the things they were using
independently?
How did the teacher draw pupils learning to a close, so that pupils understood how
much progress they had made?
Were they interested in each others contributions? Consider how this links to
pupils learning.
Section 5 Literacy
5.9
5.10
Seen in practice
YES
NO
Gender:
Does the pupil have additional learning needs, such as SEN, EAL, high ability?
Learning objectives:
Section 5 Literacy
5.11
Was the pupil clear about the objectives for the lesson?
5.12
Session 1
Introduction to teaching literacy
Presentation slides
Presentation slide 1.1a
Aims of the module
PPT 1.1a
Section 5 Literacy
5.13
A three-part lesson may still be suitable but teachers can now adapt
and revise to aid pupils learning
Making links between subjects are central to this flexibility and support
PPT 1.5
Reading strands
5. Word recognition, decoding (reading) and encoding (spelling)
6. Word structure and spelling
7. Understanding and interpreting texts
8. Engaging with and responding to texts
The Rose Review refers to the simple view of reading.
Phonic teaching and learning will be central to learning.
Rigorous phonic work begins in the reception class.
PPT 1.6
Writing strands
9. Creating and shaping texts
10. Text structure and organisation
11. Sentence structure and punctuation
12. Presentation
5.14
Session 2
The role of the teaching assistant in helping teachers to teach literacy
Presentation slides
Presentation slide 2.1
Supporting the teacher during whole-class teaching
PPT 2.1
Drawing in reticent pupils or looking out for those who demonstrate higher ability
Dropping helpful pointers, eg. I can see something that starts with that sound on
your desk
Supporting pupils by nodding, smiling encouragement, etc.
Joining in and making contributions (when appropriate)
Demonstrating for the teacher, eg. how to use a dictionary
Raising questions or problems so the teacher or pupils can explain something
Echoing the teacher by quietly repeating or rewording phrases for pupils who need
extra help
Acting as a partner for a less-able pupil during thinking and discussion time, using
other languages where appropriate for those in the early stages of learning English
Using supportive props, eg. pictures, objects and flash cards
Teaching a small group separately during the whole-class session, as guided by the
class teacher
Section 5 Literacy
5.15
5.16
Course documents
Course document 2.1
Book 2.1
Section 5 Literacy
5.17
5.18
Scenario D Supporting pupils with language comprehension during group reading sessions
In a guided reading session the TA gives out a text that the group read the previous week
with their teacher in a guided reading session. She reminds them about it by asking
questions about the characters names and the outline of the plot. She then reminds them
of the strategies they can use when reading independently, and sets them two questions
about a particular character:
G
To answer these, the pupils must look for evidence not just in the words they read but by
reading between the lines.
The pupils begin to read independently, and the TA watches and listens, providing a range of
prompts where necessary to scaffold (sequential stages, for example, reinforcing decoding
skills using blending and graphemephoneme correspondence to tackle tricky or unfamiliar
words) their use of independent reading strategies. This one-to-one help encourages a
problem-solving approach to reading. At the end, when discussing the questions, she asks
pupils to point out evidence in the text that led them to their answers. In this small group,
where they are confident of the TAs support, the pupils engage in animated discussion
about the text.
Scenario E Encouraging and supporting pupils with special educational needs during
the plenary of a lesson
In the plenary session of a literacy lesson, the TA helps the teacher to hand out cards with
a full stop on one side and a question mark on the other. She then plays devils advocate
to the teacher, saying she was sure that the class had decided during sentence level work
that questions must always end with a comma. The class explains the TAs error clearly
and confidently!
The teacher calls out sentences and the pupils hold up a full stop if the sentence is a
statement and a question mark if it is a question. The TA sits on the edge of the group
between two pupils with special educational needs, repeating the sentences quietly with
very clear intonation. She does not help the pupils choose their answers, but encourages
them to hold up their cards where the teacher can see.
Section 5 Literacy
5.19
Discussion of scenario
Use your checklist about the role of the TA (course document 2.1) to list the types of
support the TA provides in this scenario.
What did the TA need to know from the teacher before this scenario took place?
What information will the teacher want from the TA at the end?
What are the benefits of this activity to the pupil or group of pupils?
What kind of pupils might benefit in particular?
What are the benefits to the teacher of this activity?
On a scale of 1 to 5, how useful do you rate the TAs involvement during this activity?
5
Very useful
5.20
Possible TA involvement
Guided reading/writing
Independent/group work
Plenary
Section 5 Literacy
5.21
Inter-session activity
Whole-class shared
reading/writing
Whole-class
word/sentence work
Discrete teaching
of phonics
Guided
reading/writing
Independent/
group work
Plenary
5.22
Strategies
I have used
Benefits and
positive outcomes
Disadvantages
and problems
Points to act
on in future
Supporting pupils
Drawing pupils in to the lesson, encouraging the less-able and less-confident, such as by
nodding, smiling encouragement, saying Hmmm, making eye contact
Acting as a partner for a less-able pupil during thinking and discussion time
In thinking and discussion time or role-play, pupils are given a minute or two to
generate ideas or discuss or develop a point to feed back straight away to the class. TAs
can help slower or less-able pupils to formulate a response, and alert the teacher that
theyre able to make a contribution. This guarantees the less-able pupils a secure and
risk-free opening through which they can contribute to the class
Section 5 Literacy
5.23
Supporting pupils who need specific help to gain access to the lesson
For example, pupils with visual impairment may need enlarged text on their knee, or
those with hearing impairment may need to be seated in a particular spot so they can
hear and participate
Troubleshooting
This could mean sorting out minor disagreements within groups, responding to queries
about tasks, or getting latecomers up to speed.
5.24
During group time, and especially during the changeover from shared to group work,
TAs can help by:
G
ensuring groups have access to the right resources, eg. pencils, highlighters, paper,
appropriate texts
Section 5 Literacy
5.25
Of course, these are only some of the ways TAs can help in literacy lessons. When working
with pupils, the potential scenarios are endless and TAs, like teachers, have to become
experts at thinking quickly. But the more aware you are of the general principles underlying
your role in the classroom, the easier it is to think on your feet.
5.26
Session 3
Primary National Strategy resources
Presentation slides
Presentation slide 3.1
PPT 3.1
Section 5 Literacy
5.27
PPT 3.4
PPT 3.5
PPT 3.6
PPT 3.7
5.28
PPT 3.10
PPT 3.11
Section 5 Literacy
5.29
Session 4
Early phonics
Presentation slides
Presentation slide 4.1
PPT 4.1
John H Farniscan
Phonics =
skills of segmentation
and blending
knowledge of the
alphabetic code
5.30
phoneme
/b/
baby
/s/
/d/
dog
/t/
tap
/f/
field, photo
/v/
van
/g/
game
/w/
was
/h/
hat
/wh/
where (regional)
/j/
/y/
yes
/k/
/z/
zebra, please, is
/l/
lamb
/th/
thin
/m/
monkey, comb
/ch/
chip, watch
/n/
/sh/
/p/
paper
/zh/
treasure
/r/
rabbit, wrong
/ng/
ring, sink
2.
ch
3.
qu
sh
th
Phonics =
skills of segmentation
and blending
knowledge of the
alphabetic code
Descriptors
Developing, among other skills,
phonological awareness without any
teaching of graphic representations
(though children may of course know
some letters)
Knowledge
Explore and experiment with sounds
and spoken words
Distinguish between different sounds
in the environment and phonemes
Show awareness of rhyme
and alliteration
Begin to orally segment and blend words
- Segmenting
Descriptors
Knowledge
Section 5 Literacy
5.31
Knowledge
5.32
Phases 1 and 2
Phases 3 and 4
hat
blank
doll
chip
cuff
rush
lick
spoon
Inter-session activity
Which activities did the pupils appear to enjoy most? Which activities did they show
less enthusiasm for?
Can you explain why one activity was better received than another?
To what extent was it due to:
a) the nature of the activity
b) your approach
c) the point in the lesson at which it happened
d) something else?
When pupils experienced difficulty, which of your explanations or actions did you think
was particularly effective?
When you finished each lesson did you have the knowledge to advise the class teacher
on whether the group should work on that step further or progress to the next step?
Discuss your notes with your class teacher and record any conclusions you arrive at jointly,
which will be helpful to you in the future.
Section 5 Literacy
5.33
Session 5
Review of activities
Guided reading/writing
Independent/group work
Plenary
5.34
Session 6
Later phonics
Presentation slides
Presentation slide 6.1
Phonics is...
PPT 6.1
Phonics =
skills of segmentation
and blending
knowledge of the
alphabetic code
Descriptors
Developing, among other skills,
phonological awareness without any
teaching of graphic representations
(though children may of course know
some letters)
Knowledge
Explore and experiment with sounds
and spoken words
Distinguish between different sounds
in the environment and phonemes
Show awareness of rhyme
and alliteration
Begin to orally segment and blend words
- Segmenting
Descriptors
Knowledge
Section 5 Literacy
5.35
Knowledge
5.36
train
shout
meat
first
light
dew
late
burn
door
try
boy
road
moon
lay
term
bear
down
field
stole
stairs
sweet
coin
hare
toe
cute
mine
round
spoil
tore
born
Course documents
Course document 6.1
Book 6.1
even
find
post
union/blue
work
clown
fair
warn
train
lay
late
toy
representative words
vowels
representative words
/a/
cat
/oo/
/e/
peg, bread
/ar/
/i/
pig, wanted
/ur/
/o/
log, want
/au/
/u/
plug, love
/ow/
down, shout
/ae/
/oi/
coin, boy
/ee/
/air/
/ie/
/ear/
/oe/
/ure/
pure
/ue/
Section 5 Literacy
5.37
A real treat
Tom was very happy. It was the weekend and he was off to the beach with Mum and Dad,
his puppy and baby Pete.
Help me pack the green bag, said Mum. We need sun cream and lots to eat.
Tom got into his seat in the back of the car and the puppy got on his knee. Pete held his toy
sheep. Off they went. Beep! Beep!
At the end of the street there was a big truck. It had lost a wheel. Oh, no, said Tom. Well
be here for a week!
Dad went to speak to the driver to see if he could help. They put the wheel back on. Then
Dad said, I must hurry. We need to get to the beach.
At last they got to the sea. Tom and Pete had an ice-cream. Mum and Dad had a cup of tea.
The puppy went to sleep under a tree.
Inter-session activity
5.38
Session 7
Reading The simple view of reading
Presentation slides
Presentation slide 7.1a
The simple view of reading (1)
PPT 7.1a
Word recognition
PPT 7.1b
Good language
comprehension, poor
word recognition
Language comprehension
Section 5 Literacy
5.39
know vowels and consonants these should be taught from the start
blend phonemes into words blending and segmenting need to be
taught explicitly so that pupils can decode and encode words.
Segmenting words into phonemes aids understanding of spelling.
understand that spelling is the reverse of blending
learn the 43 phonemes and more complex phonic skills
(see the phonics training part of this training)
establish a store of familiar words
5.40
PPT 7.4a
PPT 7.4b
Consider how TAs and teachers might help pupils to:
retrieve and describe events and ideas from text
deduce, infer and interpret information
use their understanding of words to develop an understanding of
word meanings
explain how writers use language to extend their knowledge and ideas
read independently for purpose, pleasure and meaning
respond imaginatively to texts, using different ways to engage with it
evaluate writers purposes and viewpoints to appreciate the overall
effect of the text
TAs and teachers will encourage many reading activities, including
shared, guided and independent reading, sometimes using ICT
Section 5 Literacy
5.41
Inter-session activity
Session 8
Writing
Presentation slide
Presentation slide 8.1
Teaching writing
PPT 8.1
The writing strands in the Primary Framework are:
5.42
Course documents
Course document 8.1
Book 8.1
Teaching prompts
Section 5 Literacy
5.43
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..................................................................................................
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Report
Notes:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Self-assessment
What went well?: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . .
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5.44
Post-module activity
to help you feed back information to the teacher (notes to be jotted down immediately
after the session)
Section 5 Literacy
5.45
Section 6
Foundation stage
literacy
Section 6
Foundation stage literacy
Contents
Pre-module activities
Activity 1
Activity 2
page 6.3
page 6.4
Session 1
Introduction to teaching communication, language and literacy
page 6.14
Session 2
The role of the teaching assistant in helping teachers to teach
communication, language and literacy
page 6.16
Inter-session activity
Activity 3
page 6.25
Session 3
The Early Years Foundation Stage
page 6.29
Session 4
Early phonics
page 6.32
Inter-session activity
Activity 4
page 6.35
Session 5
Review of activities
page 6.36
Session 6
Later phonics
page 6.37
Inter-session activity
Activity 5
page 6.40
Session 7
Reading The simple view of reading
page 6.41
Inter-session activity
Activity 6
page 6.43
6.1
Session 8
Writing development
page 6.43
Post-module activity
Activity 7
Further reading
6.2
page 6.47
Pre-module activities
2. Ask the teacher to show you the Primary Framework (literacy). There is a copy in school
and there are more detailed online materials supporting planning, learning and teaching
and assessment. The online materials can be viewed on the supporting DVD and at
www.standards.dfes.gov.uk/primaryframework. Look through the framework, getting
an overview of the various sections.
3. For early reading look at the early reading section of the Primary Framework to make
note of Rose Review recommendations in particular the simple view of reading and
discrete daily teaching of phonics.
4. Ask the teacher to clarify any questions you have about each section of the framework,
and to show you some examples of medium- and short-term planning, and how they link
into the Primary National Strategy (PNS) objectives. The Primary Framework website
provides links to all PNS resources. See www.standards.dfes.gov.uk/primaryframework
5. Everyone working with pupils in the foundation stage must make sure they are familiar
with the content of the document the Early Years Foundation Stage, including the early
learning goals for communication, language and literacy. Ask the teacher to lend you a
copy and familiarise yourself with the document.
6. Complete the checklist on page 6.10 about the early learning goals for communication,
language and literacy.
Also ask to see the Early Years Foundation Stage Profile, which is used for assessment.
Ask the teacher or literacy coordinator to show you the following PNS publications,
which are recommended for use in reception classes, and ask for a brief explanation of
what they are for:
G
G
Letters and Sounds and/or the equivalent phonics programme used in your school/setting
Developing Early Writing.
You are not expected to read or learn them; you simply need to know of their existence and
what sort of things they contain. You may find yourself using one or both of them in your
work as a TA.
6.3
the Early Years Foundation Stage which covers the age range from birth to five and
includes children in the reception year in schools
In key stages 1 and 2 it covers ten subjects. Three English, mathematics and science are
core subjects, in which pupils sit national tests at the end of key stages 1 and 2 (end-of-year
national tests). There are also voluntary national tests for other year groups in key stage 2.
For each subject and in key stages 1 and 2:
G
attainment targets set the level of performance pupils are expected to achieve.
In the primary school from year 1, levels of attainment generally range between level 1 early
in key stage 1 and level 5 at the end of key stage 2.
6.4
Key stage 1
13
Level 2 at age 7
Key stage 2
25
Level 4 at age 11
In the key stage 1 national tests at the end of year 2, most pupils are expected to achieve a
level 2 or higher. In the key stage 2 national tests at the end of year 6 most pupils are
expected to achieve a level 4 or higher.
Details of the programmes of study for all primary subjects can be found in The National
Curriculum Handbook for Primary Teachers in England. There is also a special curriculum
handbook for English English: The National Curriculum for England.
The Primary Framework (literacy) translates the English programme of study and attainment
targets into practical, manageable, long-term teaching plans. These are organised into
strands of learning from reception through to year 6 and link to speaking and listening and
reading and writing.
Background to the Early Years Foundation Stage and early learning goals
The governments ten-year strategy for childcare: Choice for parents, the best start for children
(December 2004) proposed the establishment of a single quality framework for services for
children from birth to age five. The Early Years Foundation Stage is that framework, bringing
together the Curriculum Guidance for the Foundation Stage (3-5 year olds) with
Birth to Three Matters and the National Standards for Daycare. The Early Years Foundation Stage
becomes statutory in 2008 and will be compulsory for all early years providers who have to
register with Ofsted, as well as independent, maintained and non-maintained special schools
with provision for children from the age of three to the end of the academic year in which
they become five.
The Early Years Foundation Stage is a comprehensive framework for learning, development and
care. It is based on four over arching principles which guide the work of all early years
practitioners:
G
A unique child every child is a competent learner from birth who can be resilient,
confident, capable and self assured
Positive relationships children learn to be strong and independent from a base of loving
and secure relationships with parents and/or a key person
Enabling environments the environment plays a key role in supporting and extending
childrens development and learning
Learning and development children develop and learn in different ways and at different
rates and all areas of learning and development are equally important and inter-connected.
The Early Years Foundation Stage organises learning and development in six areas:
G
G
G
G
G
G
The Early Years Foundation Stage sets out the expectations for most children to reach in these
six areas of learning by the end of reception. These are the early learning goals.
6.5
The early learning goals are reflected in the objectives in the framework for teaching
literacy. By the end of the reception year, some children will have exceeded the goals.
Other children will be working towards some or all of the goals particularly younger
children, those with special educational needs (SEN) and those learning English as an
additional language (EAL).
Teachers and others working with children in nursery and reception classes are required to plan
a curriculum that will help all children to make good progress towards, and where appropriate
beyond, the early learning goals.
The Early Years Foundation Stage provides guidance on effective teaching and learning,
including observation, planning and assessment in the six areas of learning. It gives examples
of children working towards, reaching and going beyond the early learning goals.
It is important to remember that although the Early Years Foundation Stage is separated
into six areas of learning, childrens learning cannot be compartmentalised like this. Children
learn when they are able to make connections between experiences and ideas that they
experience in their setting, in their home and in the wider community. All areas of learning
contribute to the development of childrens communication, language and literacy skills.
The Early Years Foundation Stage profile
The Early Years Foundation Stage Profile provides a way of assessing childrens development
and achievements through teacher observation and is based on the early learning goals.
The early learning goals are arranged in the profile as a set of 13 assessment scales,
each of which has nine points:
G
The first three points are based mainly on the stepping stones in the curriculum guidance.
These are now part of the EYFS areas of learning and development.
The next five points are drawn from the early learning goals themselves and are more or
less in order of difficulty (although some children may achieve a later goal without going
through earlier stages). Most children should achieve at least six scale points on each of
the assessment scales by the end of reception.
The final point in each scale describes a pupil who is working consistently beyond the
level of early learning goals.
It is expected that teachers will fill in the profile for each child periodically throughout the
year. At the end of reception, the completed profile forms the basis for reports to
parents/carers and is shared with the year 1 teacher to ensure continuity and progression as
children make this transition. Each child is given a score (out of nine) for each of the 13
assessment scales.
6.6
The objectives
In general, the daily literacy lessons in key stages 1 and 2 will continue, so that pupils are
taught the knowledge, skills and understanding as set out in the National Curriculum.
The emphasis on carefully planned, purposeful and well-directed teaching and learning remain
at the core of the Primary Framework (literacy). Lessons still need a clear start and end, so that
pupils know what they are learning and can recognise the progress they are making.
The expectation based on the recommendations of the Rose Review is that in reception and
year 1 classes there will be a daily discrete teaching session of phonics for early reading. The
Primary Framework provides guidance materials to support this work. Teachers will be using
a systematic approach to teaching phonics, such as that set out in Letters and Sounds, a key
resource to support their teaching.
The emphasis is on planning, focusing on learning key objectives not coverage. Sequences of
lessons that focus on learning outcomes are exemplified in the framework. Examples of
longer sequences of planning are provided. There is a change in emphasis in the structure of
literacy lessons. A three-part lesson may still be suitable, but teachers can now adapt and
revise the structure so as not to limit the flow of pupils learning and the challenges
provided. Sustaining interest and enjoyment and making links between subjects are central
to this flexibility.
6.7
A clear structure for learning is provided in the Primary Framework (literacy) organised into
12 strands of learning.
Speaking and listening strands
1. Speaking
2. Listening and responding
3. Group discussion and interaction
4. Drama
Reading strands
5. Word recognition, which includes decoding (reading) and encoding (spelling)
6. Word structure and spelling
7. Understanding and interpreting texts
8. Engaging with and responding to texts
Writing strands
9. Creating and shaping texts
10. Text structure and organisation
11. Sentence structure and punctuation
12. Presentation
In reception, the class teacher may choose to cover the elements of communication,
language and literacy within a wide range of activities. In addition to this, a single unit of
time must be allocated to the specific teaching of phonics.
6.8
Year 1
Year 2
How were children sitting? Could they all see and hear the teachers presentation?
Did they have support from an additional adult? If so, what kinds of support did the adult offer?
Was there any talking time? Did the children use English and/or other languages?
If there was talking time, were children with partners or selected at random?
Did the children answer questions and how did the adult extend their speaking skills?
What were the main teaching objectives and which strand of learning do they link to?
6.9
Were children learning phonics and if so, how was this organised?
Were any children unable to look after themselves and the things they were
using independently?
How did the teacher draw childrens learning to a close, so that children understood
how much progress they had made?
6.10
6.11
Child
observation sheet
Year group:
Additional adult(s) in class:
Yes
No
Gender:
Does the child have additional learning needs, such as SEN, EAL, high ability?
6.12
Was the child clear about the objectives for the session?
6.13
Session 1
Introduction to teaching communication, language and literacy
Presentation slides
Presentation slide 1.1a
Aims of the module
PPT 1.1a
6.14
A three-part lesson may still be suitable but teachers can now adapt
and revise to aid pupils learning
Sustaining pupils interest and enjoyment are key
Making links between subjects are central to this flexibility and support.
6.15
Session 2
The role of the teaching assistant in helping teachers to teach communication,
language and literacy
Presentation slides
Presentation slide 2.1
Supporting the reception teacher during whole-class teaching
PPT 2.1
Drawing in reticent children or looking out for those who demonstrate higher ability
Dropping helpful pointers, eg. I can see something that starts with that sound
Supporting children by nodding, smiling encouragement, etc.
Joining in and making contributions (when appropriate)
Demonstrating for the teacher, eg. how to find a word displayed on the wall
Raising questions or problems so the teacher or children can explain something
Echoing the teacher by quietly repeating or rewording phrases for children who
need extra help
Acting as a partner for a less-able child during talking time, using shared first languages where appropriate
6.16
6.17
6.18
Course documents
Course document 2.1
Book 2.1
6.19
What other reasons might a TA have for her choice of children to take an active part?
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
Do you think childrens learning is enhanced by having relevant materials to support the text?
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
Scenario B Role-play is an important strategy that can help young children to listen
and speak in more structured settings
In a phonics session with the whole class, the TA uses a puppet as part of an activity to help
children discriminate initial sounds. Three items are placed on the floor in the middle of the
circle (one starting with s, one starting with p and one starting with another sound).
The teacher introduces the TAs puppet and explains that the puppet is learning to hear the
initial sounds of words sometimes the puppet can do this and sometimes she cant. The
children name all the objects for the puppet, saying the first sound of each word twice to
help the puppet hear the initial phoneme, eg. sssnake.
The teacher asks the puppet, Please can you give me the s. The TA works the puppet and
passes the item starting with p. The teacher asks the children if the puppet has given her
the right item. Then she asks them to help the puppet by identifying the initial sound of
that item. The puppet places the item back in the middle and the request to the puppet is
repeated. This process continues until the puppet has chosen the correct item. The teacher
then asks for another item.
6.20
Key issues
G
How does it help the teacher to have the TA taking that role? What extra teaching
opportunities does it open up for her?
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
Scenario C TAs can be in role and this helps children to participate in speaking and
listening activities, including those who are reticent or unwilling to do so in large groups
During independent work a group of children has chosen to play outside in the caf role-play
area. The TA decides to support the child-initiated play by playing the part of a demanding
customer.
She asks for the menu, then realises she has forgotten her glasses and asks to have it read
to her. As the waiter/waitress reads out the menu, she asks questions about various dishes.
She gives her choices and then asks for her order to be read back to her.
As she waits for her meal, she relaxes with her magazine and chats to other customers. After
the meal, she asks for the bill and double-checks the cost of each item before paying.
Key issues
G
What opportunities for literacy teaching and learning did this scenario present?
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
What are the advantages of taking this practical approach to literacy skills?
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
6.21
What opportunities for literacy teaching and learning did this scenario present?
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
What are the advantages of a TA working in this way with children who are learning
English as an additional language?
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
6.22
As she explains the rules and plays alongside the children herself, she also talks about taking
turns and the need to listen to each other attentively. At the end of the session she helps
children to pack the resources away carefully.
Key issues
G
This Picture bingo game matched simple pictures on the baseboard to the same
pictures on cards. What aspects of the curriculum could children learn through this
ype of game?
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
What are some of the basic skills children need to learn, in order to be able to play and
work independently?
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
6.23
Whole-class discrete
phonic work
Adult-led group/
independent work
Adult intervention in
child-chosen activities
Review of learning
with children
6.24
Possible TA involvement
Inter-session activity
the activities you have undertaken on the first part of the literacy module.
Describe the role you might play in the teaching of literacy in your class.
Strategies
Literacy activities
and focused lessons I have used
Benefits and
Disadvantages
positive outcomes and problems
Points to act
on in future
Whole-class shared
reading/writing
Whole-class discrete
phonic work
Adult-led group/
independent work
Adult intervention in
child-chosen activities
Review of learning
with children
6.25
6.26
supporting children
Drawing children in to the lesson, encouraging the less-able and less-confident, such as
by nodding, smiling encouragement, saying Hmmm, making eye contact.
troubleshooting
This could mean sorting out minor disagreements within groups, responding to queries
about tasks, or getting latecomers up to speed.
6.27
ensuring groups have access to the resources required for activities, eg. pencils,
highlighters, paper, appropriate texts
supervising use of equipment, eg. tape recorders (listening centres), the watching of a
schools TV broadcast.
During independent time, children should be encouraged and expected to organise the
resources they need, although they may need help with this in the initial stages.
There are, of course, many other aspects of resource management including tidying up
at the end of the session and so on but these should not be part of your work during
literacy sessions.
6.28
Phonics games
It is very important for children to reinforce the phonics knowledge and skills taught in
whole-class sessions during group and individual work, during child-initiated and adult-led
activities, indoors and outside. Some children may need reinforcement of phonic
knowledge/skills at an earlier level. TAs can lead small-group sessions using games from, for
example, Letters and Sounds (practical activities are much more beneficial than worksheets).
Of course, these are only some of the ways TAs can help. When working with children, the
potential scenarios are endless and TAs, like teachers, have to become experts at thinking quickly.
But the more aware you are of the general principles underlying your role in the classroom, the
easier it is to think on your feet.
Session 3
The Early Years Foundation Stage
Presentation slides
Presentation slide 3.1
Contents of Curriculum Guidance for the Foundation Stage
PPT 3.1
The foundation stage
Common features
of good practice
Areas of learning
Parents as partners
Communication,
language and literacy
Special educational
needs and disabilities
Mathematical
development
English as an
additional language
Learning and teaching
Knowledge and
understanding of
the world
Play
Physical development
Creative development
6.29
PPT 3.2
6.30
Course documents
Book 3.1
6.31
Session 4
Early phonics
Presentation slides
Presentation slide 4.1
PPT 4.1
John H Farniscan
Phonics =
skills of segmentation
and blending
knowledge of the
alphabetic code
6.32
phoneme
/b/
baby
/s/
/d/
dog
/t/
tap
/f/
field, photo
/v/
van
/g/
game
/w/
was
/h/
hat
/wh/
where (regional)
/j/
/y/
yes
/k/
/z/
zebra, please, is
/l/
lamb
/th/
thin
/m/
monkey, comb
/ch/
chip, watch
/n/
/sh/
/p/
paper
/zh/
treasure
/r/
rabbit, wrong
/ng/
ring, sink
2.
ch
3.
qu
sh
th
Phonics =
skills of segmentation
and blending
knowledge of the
alphabetic code
Descriptors
Developing, among other skills,
phonological awareness without any
teaching of graphic representations
(though children may of course know
some letters)
Knowledge
Explore and experiment with sounds
and spoken words
Distinguish between different sounds
in the environment and phonemes
Show awareness of rhyme
and alliteration
Begin to orally segment and blend words
6.33
Descriptors)
Knowledge
Knowledge
6.34
Phases 1 and 2
Phases 3 and 4
hat
blank
doll
chip
cuff
rush
lick
spoon
Inter-session activity
What was the objective of the lesson, eg. hearing phonemes in initial position?
Learning graphemephoneme correspondences? Oral blending?
Can you explain why one activity was better received than another?
To what extent was it due to:
a) the nature of the activity
b) your approach
c) the point in the lesson at which it happened
d) something else?
When children experienced difficulty, which of your explanations or actions did you
think were particularly effective?
When you finished each lesson, did you have the knowledge to advise the class teacher
on whether the group should work on that step further or progress to the next step?
Discuss your notes with your class teacher and record any conclusions you arrive at jointly,
which will be helpful to you in the future.
6.35
Session 5
Review of activities
Course documents
Book 5.1
6.36
Session 6
Later phonics
Presentation slides
Presentation slide 6.1
Phonics is...
PPT 6.1
Phonics =
skills of segmentation
and blending
knowledge of the
alphabetic code
Descriptors
Developing, among other skills,
phonological awareness without any
teaching of graphic representations
(though children may of course know
some letters)
Knowledge
Explore and experiment with sounds
and spoken words
Distinguish between different sounds
in the environment and phonemes
Show awareness of rhyme
and alliteration
Begin to orally segment and blend words
- Segmenting
Descriptors
Knowledge
6.37
Knowledge
6.38
train
shout
meat
first
light
dew
late
burn
door
try
boy
road
moon
lay
term
bear
down
field
stole
stairs
sweet
coin
hare
toe
cute
mine
round
spoil
tore
born
Course documents
Book 6.1
even
find
post
union/blue
work
clown
fair
warn
train
lay
late
toy
representative words
vowels
representative words
/a/
cat
/oo/
/e/
peg, bread
/ar/
/i/
pig, wanted
/ur/
/o/
log, want
/au/
/u/
plug, love
/ow/
down, shout
/ae/
/oi/
coin, boy
/ee/
/air/
/ie/
/ear/
/oe/
/ure/
pure
/ue/
6.39
Inter-session activity
What was the objective of the lesson, eg. blending or segmenting CVC or CCVC or CVCC
words? Learning phonemegrapheme correspondences?
Which activities did the children appear to enjoy most? Which activity did they show
less enthusiasm for?
Can you explain why one activity was better received than another? To what extent was
it because of:
a) the nature of the activity
b) your approach
c) the point of the lesson in which it happened
d) something else?
6.40
When children experienced difficulty, which of your explanations or actions did you
think particularly effective?
How are you helping children to use the knowledge they acquire in discrete phonics
sessions for reading and spelling?
Why are games the best way to practise and apply these phonic skills?
Session 7
Reading The simple view of reading
Presentation slides
Presentation slide 7.1a
The simple view of reading (1)
PPT 7.1a
Word recognition
PPT 7.1b
Good language
comprehension, poor
word recognition
Language comprehension
6.41
know vowels and consonants these should be taught from the start
blend phonemes into words blending and segmenting need to be
taught explicitly so that pupils can decode and encode words.
Segmenting words into phonemes aids understanding of spelling.
understand that segmenting for spelling is the reverse of blending
learn one grapheme for each of the 43 spoken sounds in English
(see the phonics training part of this training)
establish a store of familiar words
PPT 7.4
6.42
Inter-session activity
Notes should relate to all areas of learning and should include teacher-led activities and
intervention in child-chosen activities.
Session 8
Writing development
Presentation slides
Presentation slide 8.1
Teaching writing
PPT 8.1
Writing strands in the Primary Framework:
6.43
Course documents
Course document 8.1
Letter formation
Book 8.1
Letters and Sounds: Principles and Practice of high Quality Phonics, Primary National Strategy
6.44
Child 2
Child 3
Random scribble
Scribble that
looks like writing
Select children to focus on. By looking at their unaided writing, work out roughly where you
think each fits and write the date in the box. When you see the children move into another
stage, write the date on the checklist. You can help them to move on by the sorts of prompts
you give, but dont push them too quickly. Course document 8.3 provides some possible
prompts. Different prompts will apply in different situations and stage.
6.45
Teaching prompts
Look at the words in that list they are all underneath each other,
going down the page
Well done for putting a full stop at the end of your sentence
Try and segment that word into phonemes using your fingers
6.46
Post-module activity
Further reading
Get hold of a copy of Developing Early Writing (DfES 0055/2001; you can get one for
yourself if you ring 0845 60 222 60), read it and use it for reference when working in the
reception class.
Also recommended are the Primary Framework (literacy) end-of-year objectives for children
in the reception year (writing, strands 912), and at the back of the framework are
overviews of learning which give useful descriptions of learners in each year group.
6.47
6.48
Section 7
Foundation stage
mathematics
Section 7
Foundation stage mathematics
Contents
Pre-module activity
page 7.2
Inter-session activities
page 7.4
Session 1
page 7.5
Session 2
page 7.8
Session 3
page 7.11
Session 4
page 7.14
Session 5
page 7.16
Session 6
page 7.18
7.1
Pre-module activity
You should prepare for the module by completing the pre-module activity below. Bring any notes
or reflections with you. No-one will ask to see these but the activity will be followed up during
the module. It is recommended that you discuss any issues and ideas raised with your mentor, so
that you can gain a wider understanding of your role in primary mathematics lessons.
Course document PM1
Book PM1
class
7.3
Inter-session activities
7.4
Session 1
Key features of mathematics within the Primary National Strategy
Presentation slides
Presentation slide 1.1
Playing board for the game Crooked Rules
PPT 1.1
Hundreds
Tens
Ones
Player A
Player B
Player C
Player D
PPT 1.2
7.5
Course documents
Crooked Rules
This game is designed to help pupils appreciate the value of each digit in a three-digit
number. It is often played in years 3 and 4. A very important teaching objective for year 3 is
to order whole numbers up to 1,000. To do this successfully pupils need to understand what
each digit represents. The game is suitable for up to four players. The winner is the player
who ends up with the smallest number. Players need a playing board with columns for
hundreds, tens and ones.
Hundreds
Tens
Ones
Player A
Player B
Player C
Player D
Rules
G Take turns
G Roll the dice
G Write the number in an unfilled space, in your own row or in another players row
G Carry on until all the spaces are filled
G The winner is the player with the smallest number.
Useful questions to ask players include:
G Which is the best place to put a small digit?
G Which is the best place to put a large digit?
G What did you do if you were about to make a number larger than that of one of
your opponents?
G Did you enjoy playing the game? Why?
7.6
Change Places
This is a game to help children recognise numerals and count to 10 quickly.
Arrange up to 10 children to sit in a large circle. In the centre, put a pack of well-shuffled
cards, numbered to correspond to the number of children. Invite a child to take the top card
from the pile. The child looks at the number and, starting with their neighbour, counts the
children as far as that number. They then change places with the child sitting in that
position. For example, if the card is 4, the player counts from 1 to 4 and changes places with
the fourth child along. The second player then picks a card and does the same. Whether the
children count clockwise or anticlockwise does not matter as long as they always start with
the child sitting next to them.
The game continues until all the cards have been used.
7.7
Session 2
Working with an Early Years Foundation Stage class
Presentation slides
Presentation slide 2.1
Teaching an Early Years Foundation Stage class
PPT 2.1
Children will be given opportunities to practise and talk about their developing
understanding in a broad range of contexts both indoors and outdoors
Teachers put greater emphasis on using stories, songs, rhymes and finger
games to help with counting
PPT 2.2
PPT 2.3
7.8
Player Bs objects
7.9
Course document
Player As objects
Player Bs objects
Instructions
Give each player 10 small, appealing objects. It is helpful to include some similar objects,
counting dinosaurs or play people in each players allocation. Children often want to try to
collect a set of like objects as the game progresses. Throw a dice (with numerals or spots up
to 6). The first player is allowed to take that number of objects from the second player. The
second player then has a turn. The game can proceed for as long as you like. The aim is for a
player to end up with a set of objects that particularly appeals to them.
As a variation, player A has to give away to player B the number of items specified by the
number on the dice.
7.10
Session 3
Language and mathematics
Presentation slides
Presentation slide 3.1
Helping children to use correct mathematical language (1)
PPT 3.1
Encourage children to talk about what they are doing or what they
have done, and to listen to each other
7.11
Also:
Measuring for curtains, wallpaper or shelves in the
home corner
Weighing out ingredients for cooking
Weighing a baby in a clinic, reading the dial and
recording the measurement
Counting out the right number of plates, knives and
forks to lay the table in the home corner
Feedback notes:
Gemma and Jack know that you should count how many
cubes there are altogether
7.12
Open questions
Which is round?
7.13
Session 4
Approaches to counting and calculation
Presentation slides
Presentation slide 4.1
How would you tackle these calculations?
PPT 4.1
23 9
19p + 18p + 21p + 25p + 22p
4358 + 843 + 276
7.14
Course document
Alphabetland
The new number names are: A, B, C, D...
You must not translate these number names into the number names one, two, three,
four... which are banned.
Answer the following H questions:
A. How many fingers do you have on one hand (including thumbs)?
B. How many fingers do you have on both hands?
C. C + D =
D. B + E =
E. K - B =
F. E + E =
G. G - D =
H. E + F =
7.15
Session 5
The role of the TA in the daily mathematics experience part 1
Presentation slides
Presentation slide 5.1
The daily mathematics activity
PPT 5.1
Whole-class/group activity
Oral work and mental calculation for the whole class to rehearse and
sharpen skills
Main part of the lesson
Interactive teaching input and child activities including work as a whole
class, in groups, in pairs or as individuals which for Early Years
Foundation Stage may be group activities over the morning or day
Review and assessment of childrens learning
All children involved
Clearing up any misunderstandings and identifying progress
Summarising the key learning points and what children should
remember and discuss
Identifying progress
Next steps
7.16
Also:
Course document
Course document 5.1
Book 5.1
7.17
Session 6
The role of the TA in the daily mathematics experience part 2
Presentation slides
Presentation slide 6.1
The role of the TA in the video
PPT 6.1
7.18
You could:
Course documents
Find one more or one less than a given number less than 10 (key objective)
Activities
With your group the activities are as follows:
1. Ask the five children to pretend to be five speckled frogs on the log
2. Ask a child to roll the dice with one more and one less on. Each time a child rolls the
dice, ask the others what they should do. So if the dice shows one more, ask what you
should do to get one more frog on the log
3. If children cope well with this, change some of the ones on the dice to twos so that
some sides read two more and two less
4. Repeat the activity.
Resources
A dice with 1 more and 1 less
Things to notice
1. Do the children understand one more and one less?
2. Do they count all the children when adding one more frog or taking one away, or do
they just say the next or previous number?
Brief feedback from the TA in note form
7.19
point to a number on the number line and ask the children to hold up the correct
number of fingers, then ask them to hold up the number of fingers for the number after
repeat, asking the children to hold up the correct number of fingers for the number before
point to a number and ask the children to hold up the right number of fingers and then
one more finger; ask a child to point to this new number on the number line; point out
that one more is the number after; repeat with one less.
7.20
7.21
Section 8
Mathematics
Section 8
Mathematics
Contents
Pre-module activities
page 8.2
Inter-session activities
page 8.4
Session 1
page 8.5
Session 2
page 8.7
Session 3
page 8.11
Approaches to calculation
Session 4
page 8.13
Session 5
page 8.20
Session 6
page 8.26
Section 8 Mathematics
8.1
Pre-module activities
The pre-module preparation consists of a range of activities. You should bring any notes or
reflections with you. No-one will ask to see these but activities will be followed up during the
module. It is recommended that you discuss any issues and ideas raised with your mentor, so
that you can gain a wider understanding of your role in primary mathematics lessons.
Course document PM1
Book PM1
class
8.2
Section 8 Mathematics
8.3
Inter-session activities
You will need to have notes on this observation for session 4 of this module.
8.4
Session 1
Key features of mathematics within the Primary National Strategy
Presentation slides
Presentation slide 1.1
Playing board for the game Crooked Rules
PPT 1.1
Hundreds
Tens
Ones
Player A
Player B
Player C
Player D
PPT 1.2
Section 8 Mathematics
8.5
Course document
Book 1.1
Tens
Ones
Player A
Player B
Player C
Player D
Rules
G Take turns
G Roll the dice
G Write the number in an unfilled space, in your own row or in another players row
G Carry on until all the spaces are filled
G The winner is the player with the smallest number.
Useful questions to ask players include:
Read aloud each of the three-digit numbers; can you order them for me on a number line?
G Which is the best place to put a small digit?
G Which is the best place to put a large digit?
G What did you do if you were about to make a number larger than that of one of
your opponents?
G Did you enjoy playing the game? Why?
G
8.6
Session 2
Language and mathematics
Presentation slides
Presentation slide 2.1
Work out the total
PPT 2.1
Feedback notes:
All can use numbers or shapes to make patterns of their own
All can describe their pattern so that others can make it
Rupee and Paul can tell each other how to continue
their patterns
Section 8 Mathematics
8.7
63 + 47 = 100
In your purse you have lots of 5p, 10p and 20p coins.
How could you pay for some fruit costing 45p?
Course documents
Course document 2.1
Book 2.1
Counting shapes
8.8
Maries sum
This is the calculation Marie was asked to do:
+ 47 = 100
She wrote:
63 + 47 = 100
Instead of telling Marie she was wrong, the TA asked: How did you work that out?
Marie explained: I think the answer is 63 because I need 3 to add to 7 to make 10, and 40
and 60 make 100. She then thought and said: That must be wrong because that totals
110. So it must be 53. 3 and 7 make 10. 50 and 40 make 90. 90 and 10 equal 100.
G
G
G
G
G
Why is it better to ask pupils for explanations rather than saying, Thats wrong,
how did you do it?
Do you think Marie would have noticed her mistake without giving the explanation?
What does her explanation tell you about her thinking?
Is it likely that her explanation would have helped other pupils who also made the error?
What information about Maries learning in mathematics would you feed back to the teacher?
Q3
Q6
Q1
Q4
Q7
Q2
Q5
Q8
8.9
Ellies problem
In your purse you have lots of 5p, 10p and 20p coins. How could you pay for some fruit
costing 45p?
Compare your questions with these examples:
G
Imagine the coins in your purse. What different amounts of money could you make?
How could you make 40p? Does this help you make 45p? Can you think of another way?
How can you record it so you will know if you have already used those coins, perhaps in
a different order?
8.10
Each player starts with a score of 0 and keeps a written record of his or her score
The player who has rolled the dice chooses one of the numbers, adds it to their
current score and writes down the new score
These numbers are in the water: 10, 20 and 30. A player who reaches a total of one of
these numbers falls in the water and nothing is added to his or her score. For example, a
player with a current score of 26 rolls double 4. The player has no choice but to add on
4, which would make a total score of 30. The player falls in the water and his or her
score remains at 26
The winner is the first player to reach a target score, for example, of 45.
Session 3
Approaches to calculation
Presentation slides
Presentation slide 3.1
How would you tackle these calculations?
PPT 3.1
23 9
127 x 6
4358 + 843 + 276
98 6
Section 8 Mathematics
8.11
PPT 3.4
8.12
Session 4
The role of the TA in the daily mathematics lesson part 1
Presentation slides
Presentation slide 4.1
The three-part lesson
PPT 4.1
Review of learning
All pupils involved
Clear up any misunderstandings and identify progress
Summarise and reinforce the key learning points and what
pupils should remember and discuss next steps
How was the girl encouraged to test her answers on the TA?
Why is it important that the girl is encouraged to do this?
What is the best seating position for the TA during whole-class
interactive mental and oral activities? Why?
The TA encourages the girl to use the fraction wall.
What problem do you think she might have?
How does the fraction wall help?
Do you know of any other resources that could be used?
How could the TA have helped the two pupils before the
Follow Me card activity began?
How do you know the TA used these activities for assessment
for learning purposes?
Section 8 Mathematics
8.13
Course documents
Course document 4.1
Book 4.1
Follow Me
This is a game that classes sometimes play in the oral and mental session at the beginning of
the daily mathematics lesson. It is a simple idea that teachers can use at different levels with
different year groups. This game focuses on rapid recall of number facts and the effective use
of mental calculation strategies for addition and subtraction.
Each player has a card. The leader starts off by asking the question on their card. The player who
has the answer calls it out and reads out the question on their card, and so on. The cards form a
loop, so each person has a turn. The game finishes when the leaders number comes up again.
Putting the cards in sequence at this stage is a useful check and gives a visual explanation. (It can
also be adapted to be played as a group activity.) These sample cards are pitched around year 2.
8.14
I have 16.
I have 35.
I have 30.
I have 51.
I have 17.
I have 47.
I have 11.
I have 32.
I have 20.
I have 33.
Section 8 Mathematics
8.15
8.16
I have 24.
I have 56.
I have 22.
I have 52.
I have 3.
I have 25.
I have 12.
I have 63.
I have 7.
I have 65.
I have 15.
I have 72.
I have 41.
I have 40.
I have 6.
I have 77.
Section 8 Mathematics
8.17
I have 21.
I have 60.
I have 37.
I have 80.
I have 70.
I have 55.
I have 46.
Who has 30 less?
8.18
Four in a Row
Four in a Row is a game that older pupils (years 5 and 6) often enjoy. The purpose of the
game is to encourage them to handle numbers quickly, confidently and accurately...within
a time limit.
The game uses a 7 x 6 grid filled in randomly with the numbers 1 to 42. Alternatively, four
dice can be used to generate the numbers. The players are divided into two teams, and each
team is allocated a colour.
Teams take turns to make one of the numbers on the grid using each of the digits
1, 2, 3 and 4 once and any of the operations +, , x and . For example, 34 + 2 1 = 35.
Or 14 2 3 = 4
Teams should take turns to make one of the numbers. Once a number is made, it is
crossed out in that teams colour. The winning team is the first to get four squares in
a line, horizontally, vertically or diagonally.
Section 8 Mathematics
8.19
Session 5
The role of the TA in the daily mathematics lesson part 2
Presentation slides
Presentation slide 5.1
Role of the TA in the video
PPT 5.1
What are the main differences in the way the TA supports pupils during whole-class interactive teaching and
during group work?
8.20
encourage them to work out and consider carefully any options available
to them in the game
note for the teacher any number facts the pupils find hard to remember
and any observations about pupils who have found the task difficult or
who have been particularly successful
reinforce social skills such as taking turns and not interrupting others
encourage pupils to describe the mental strategies they used and
help them to refine these, using jottings on the empty number line
where necessary
ensure they understand what they have to do and then monitor that they are
performing the task correctly
ask questions or give them clues when they are stuck but dont let them
become too dependent on adult help
help to keep them on task and remind them how much time they have to
complete the exercise
help them to learn, read and use mathematical words and terms new to them
make sure that they check answers for reasonableness
encourage them to tell you how they tackled certain examples
note what pupils have learned or any mathematics they need more help
with so you can share it with the teacher
You could:
Section 8 Mathematics
8.21
Course documents
Course document 5.1
Book 5.1
8.22
= 50?
14
14 + 86 =100
Answers of the day
Choose a number that is suitable for the age and attainment level of the pupils you are working
with. Ask pupils to give questions which would have this number as the answer. For example:
19
G
G
G
G
G
G
What is 20 1?
What is half of 38?
What is 9 more than 10?
What is 2 x 9 + 1?
What is 2 more than 17?
What are three 5s and 4 more?
Section 8 Mathematics
8.23
Ask: How many different ways can you make 10p using 1p, 2p, and
5p coins? Some pupils will need coins in front of them.
You can also use target numbers other than 10, particularly
numbers 11 to 20, and change the activity to one of finding pairs
with a difference of 7.
Making totals:
8.24
Ask: How could you make 12p using 1p, 2p and 5p coins?
We are indebted to BEAM Education for allowing us to use and adapt material for this section from their publication
Assisting numeracy: a handbook for classroom assistants by Ruth Aplin.
Section 8 Mathematics
8.25
Session 6
Working in the Early Years Foundation Stage
Presentation slides
Presentation slide 6.1
Teaching in the Early Years Foundation Stage (1)
PPT 6.1
PPT 6.3
8.26
PPT 6.4
Section 8 Mathematics
Player Bs objects
8.27
Course document
Course document 6.1
Book 6.1
Player Bs objects
Instructions
Give each player 10 small, appealing objects. It is helpful to include some similar objects,
counting dinosaurs or play people in each players allocation. Pupils often want to try
to collect a set of like objects as the game progresses. Throw a dice (with numerals or spots
up to 6). The first player is allowed to take that number of objects from the second player.
The second player then has a turn. The game can proceed for as long as you like. The aim is
for a player to end up with a set of objects that particularly appeals to them.
Ask pupils to count the objects out aloud as they take them from their partner and get each
player to identify how many objects they have in their collection. Encourage pupils to use
the vocabulary more than and less than and to compare the two sets of objects each
player has. If a player has too few objects left for their partner to take, discuss how many
more they would need to have to make that total. Ask what if? questions during the game:
What if your partner rolled a 5 on the dice; do you have enough objects for them to take?
How many would you have left?
As a variation, player A has to give away to player B the number of items specified by the
number on the dice.
8.28
Section 9
Understanding how
children learn
Section 9
Understanding how children learn
Contents
Session 1
page 9.2
Session 2
page 9.5
Session 3
page 9.7
Session 4
page 9.9
page 9.11
9.1
Presentation slides
Presentation slide 1.1
Sure Start, 2003, Birth to three matters: a framework to support children in their earliest years,
DfES. Copies can be obtained by calling the order line on 0845 6022260 and quoting
reference BIRTH, or writing to DfES Publications, PO Box 5050, Annesley, Nottingham,
NG15 0DJ or by e-mail to dfes@prolog.uk.com or online (www.surestart.gov.uk)
Presentation slide 1.2
9.2
Visual
seeing
Auditory
listening
Kinaesthetic
doing or moving
9.3
Course document
9.4
Presentation slides
Presentation slide 2.1
9.5
9.6
Presentation slides
Presentation slide 3.1
9.7
9.8
Presentation slide
Presentation slide 4.1
PPT 4.1
9.9
Course document
9.10
Alfrey, Claire, 2003, Understanding childrens learning a text for teaching assistants,
David Fulton Publishers
This book:
develops the theoretical knowledge needed to enhance work in the classroom
encourages readers to reflect on their own practice
includes tasks, questions, summaries and reading lists
Bruce, Tina, 2004, Developing learning in early childhood, Paul Chapman Publishing
Drawing on traditional approaches as well as recent research and theories, Tina Bruce
demonstrates the need for a balance between the biological and socio-cultural aspects
of the development of learning
QCA, 2000, Curriculum guidance for the foundation stage (ref. QCA/00/587)
Available free from QCA Publications, tel: 01787 884444 or online at www.qca.org.uk
9.11
Section 10
ICT
Section 10
ICT
Contents
Pre-module activity
page 10.2
Session 1
page 10.4
Session 2
page 10.14
Post-module activity
Section 10 ICT
page 10.25
10.1
Pre-module activity
Case study
Read the following case study, which appeared in a recent government document as an
example of good practice. It is fictional but will give you an idea of the potential of ICT to
improve teaching and learning in primary schools. The module will help you to understand
why and how early years settings and schools are working towards this kind of practice and
how you can support teachers and pupils when they are using ICT across the curriculum.
When reading the case study, consider how your school compares to the one featured.
Make a note of any areas of good practice that are unfamiliar to you. Bring your notes to
the training session and tick off items as they are dealt with in the course of the session.
After the training, you should discuss any remaining issues with your mentor, to decide how
best they can be addressed.
10.2
to the correct shape. Kirsty is asked to match 3/5 and she correctly matches it to the
rectangle with three sections out of five coloured.
Next, the teacher uses her overhead calculator and asks pupils to remind her how she can
calculate the decimal equivalent of 3/5 using the calculator. She then displays her second
prepared screen with other fractional parts shown. Pupils are challenged to find and match
their decimal equivalents, using their calculators where necessary.
After lunch, Kirsty's group is working on their ICT project. They are putting together a
proposal for improvements to the junior playground and have decided they need to gather
opinions of pupils from each year group before they develop their proposal further. They
have already designed a questionnaire and posted it on the school intranet for each class to
complete, but they have also asked for two pupils from each class to be interviewed about
their views. They carefully plan their questions and word-process them so they wont forget
what they want to ask. With the help of the schools ICT technician they set up a digital
video camera in a quiet part of the library and interview the pupils. On reflection, they think
some of the ideas that pupils put forward are really interesting and they think their
playground proposal will be better as a multi-media presentation rather than a printed
document. They upload the video interviews onto the computer and begin to edit them.
Last lesson of the day is science. Pupils have been studying the earth, sun and moon and
have spent some time talking about gravity and the effect it has on earth. As an extension
activity, the teacher asks Kirsty's group to investigate the effect of gravity on the other
planets in the solar system. They discuss each planet in turn and try to predict whether they
would weigh more or less on each of the planets. They make a note of their predictions
before logging on to the NASA Kids internet site where they are able to enter their mass
on earth and have the online calculator work out how much they will weigh on each of the
other planets. At the end of the lesson, the teacher asks Kirsty to demonstrate to the rest of
the class what her group has been doing. Kirsty talks about her work and she demonstrates
how the calculator works using the mass of one of the other pupils to make the calculation.
For homework, Kirsty decides to use the NASA Kids site to research what conditions would
be like if she were an astronaut visiting each of the planets in the solar system. She wordprocesses her Captain's Log and e-mails it to her folder on the school intranet so she can
continue working on it at school the next day.
Meanwhile, Kirsty's teacher is preparing an electronic text that the class will use in
tomorrow's literacy lesson. She bases this on an idea gained from an online discussion
she had last week with other primary teachers in the area. This had been mediated by
the local authority.
Kirsty returns home. Her dad helps with her project on the earth, sun and moon. He locates
suitable websites and gives Kirsty advice on manipulating images and sequencing them to
music to make her presentation more creative. Kirstys dad likes working with her as he finds
this motivating for both him and his daughter. They transfer computer skills (usually Kirsty
to her dad!) and this activity encourages Kirstys dad to e-mail her school and go on a
secure area of the schools website to track his daughters progress.
Section 10 ICT
10.3
Presentation slides
Presentation slide 1.1
Stepping stones
Yellow show an interest in ICT
Blue know how to operate simple equipment
Green complete a simple program on the
computer and/or perform simple
functions on ICT apparatus
Early learning goal
Find out about and identify the uses of everyday
technology, and use ICT and programmable
toys to support their learning
10.4
Activity centres
Musical keyboards
Play telephones and
tape recorders
Mobile telephones
Radio-controlled toys
Talking toys
TV and video
Washing machines
Fax machines
Photocopiers
Cameras
Programmable toys
Electronic tills
Microwaves
Interactive whiteboard
Walkie-talkies
PPT 1.5
ICT as a subject
ICT in subjects
ICT as a teaching and learning tool
Section 10 ICT
10.5
forms,
eg. saving work, storing information in databases
Is optional
Includes the breadth of
the national curriculum
for ICT
Includes teaching
strategies
Illustrates the
programmes of study
for ICT in KS1 and KS2
translated into a
practical plan
Includes appropriate
progression from year
1 to year 6
Divides the teaching of
ICT into appropriate units
Integrates the
knowledge, skills and
understanding into
subject contexts
www.standards.dfes.gov.uk/
schemes2/it
10.6
Hardware
PPT 1.10
Colour printers
Scanners or digital stills or video cameras
with associated software
Software
PPT 1.11
Section 10 ICT
10.7
Types of interaction
PPT 1.13
Teacher/TApupil
Pupilpupil
Pupilresource
The 4 Ps
PPT 1.14
Policy
Planning
Practice
Proof
10.8
Course documents
Progression
Finding things out
At key stage 1 pupils will learn how to:
G
gather information from a variety of ICT sources, eg. databases, CD-ROMs, DVD, videos
enter and store information in a variety of forms, eg. saving work, storing information
in databases
retrieve information that has been stored, eg. loading saved work, using a CD-ROM.
talk about what information they need and how they can find and use it, eg. searching
the internet or using a CD-ROM or DVD
prepare information that will be developed using ICT selecting suitable sources, finding
information, classifying it and checking it for accuracy
interpret information to check that it is relevant and reasonable and to think about what
might happen if there were any errors or omissions.
select from and add to information they have retrieved for particular purposes
plan and give instructions to make things happen, eg. programming a floor turtle
try things out and explore what happens in real and imaginary situations, eg. trying out
different colours on an image, using an adventure game or simulation.
develop and refine ideas by bringing together, organising and reorganising text, tables,
images and sound as appropriate, eg. in desktop publishing or multimedia presentations
Section 10 ICT
10.9
create, test, improve and refine sequences of instructions to make things happen and to
monitor events and respond to them, eg. monitoring changes in temperature, detecting
light levels and turning on a light
use simulations and explore models in order to answer What if? questions, to
investigate and evaluate the effect of changing values and to identify patterns and
relationships, eg. simulation software, spreadsheet models.
share their ideas by presenting information in a variety of forms, eg. text, images,
tables, sounds
be sensitive to the needs of the audience and to think carefully about the content and
quality when communicating information, eg. work for presentation to other pupils,
publishing on the internet.
review what they have done to help them develop their ideas
10.10
review what they and others have done to help them develop their ideas
describe and talk about the effectiveness of their work with ICT, comparing it with other
methods and considering its effect on others, eg. the impact made by a desk-top
published newsletter or poster
Section 10 ICT
10.11
To count reliably
Resources
10.12
Objectives
G
Prior learning
Before this lesson, pupils had:
G
accessed the willow pattern story through the module on the website (www.tuned-in.org).
They were aware that the story has changed over the centuries, especially since the
pattern was adopted in Britain. Pupils had also had read to them The owl service,
by Alan Garner, to provide another story linked to this theme and range
Section 10 ICT
10.13
Presentation slides
Presentation slide 2.1
Risks to pupils
PPT 2.2
www.gridclub.com
PPT 2.3
10.14
Section 10 ICT
10.15
Course documents
Individuals have the right under the Act to access information about themselves held on
computer files and some paper files.
Freedom of Information Act 2000
This Act provides the public with the right to gain access to recorded information held by
public bodies such as schools. All schools are expected to produce a publication scheme
that outlines their publicly available information (it should be noted that there are a number
of exemptions).
Copyright and software licensing
Copyright is part of a set of legal rights and regulations defined in the Copyright, Designs
and Patents Act 1988. These rights are called intellectual property rights (IPR).
Schools should be aware that all electronic materials, including digital images, computer
programs and text, are covered by IPR. IPR also applies to electronic materials accessed
through such formats as CD-ROMs and web pages.
When using electronic material in another context, such as printing copies of an image or
worksheet for classroom use, the copyright situation should be ascertained. Absence of
copyright information or the fact that a particular type of use is not mentioned does not
constitute permission.
10.16
Case study
While working in a homework club on computers, you see a pupil from year 6 putting
together a project on a celebrity for the school magazine. He is searching the internet,
cutting and pasting sections of text. You ask him to show you what he has done so far.
He has done a lot of work, illustrating the text he has found with images, video clips and
music that he has found on the internet.
What are the issues that you would need to raise with the pupil or his teacher?
Would the issues be different if the magazine was to be published on the school website?
Section 10 ICT
10.17
Text messages are sometimes sent to embarrass, threaten or bully. This can be particularly
upsetting as the message can arrive when the receiver least expects it. Additionally, if the
persons number is not listed in the receivers address book then the receiver will not
necessarily know who has sent the message. Children should be advised to be careful about
giving out their mobile phone number, and ask that those who have their number never pass
it on if only known and trusted friends know the number, it is less likely to be abused in
this way.
If being bullied by text message, children should immediately seek help from a teacher,
parent or carer. They should not respond to the messages, but should keep a detailed diary
recording information such as the content of the message, the date, time and caller ID or
whether the number was withheld or not available. If space permits, the messages should also
be stored on the phone in case they are needed later as evidence. Abuse in the form of
bullying should be reported to the mobile phone company who can take certain steps to try
to resolve the situation, and in some instances it may also be necessary to involve the police.
In some cases it may be necessary, or easier, to change the mobile phone number or to
purchase a new phone.
Bullying by e-mail
Like bullying by text message, e-mail provides a reasonably anonymous method of
communication which bullies have seized upon to harass their victims.
If being bullied by e-mail, children should not respond to the messages but should seek help
from a teacher, parent or carer. Likewise if they receive an e-mail message from an unknown
sender, they should exercise caution over opening it or ask an adult for assistance. Dont
delete the message but keep it as evidence of bullying.
If the e-mail is sent from a personal e-mail account, the abuse should be reported to the
senders e-mail service provider. Many e-mail programs also provide facilities to block e-mail
from certain senders.
If the bullying e-mails continue, and the e-mail address of the sender is not obvious, then it
may be possible to track the address using special software. Your e-mail service provider
may be able to offer assistance in doing this.
In certain cases, it may be easier to change your e-mail address, and exercise caution over
who this new address is given to.
Bullying within chat rooms or by instant messaging
Aside from the general risks of using chat rooms and instant messaging (IM) services, these
services are also used by people who bully.
10.18
Chat is a way of communicating with numerous people at the same time by typing messages
which immediately appear onscreen in a virtual meeting place, known as a chat room. Chat
rooms have an element of anonymity so children may often have the confidence to say
things online which they would not say face to face. While this can be a positive thing for
some children, it can also lead to bullying. Groups are often formed in chat rooms, just as
they would be in school, and can be used as a way of excluding or harassing others.
Children should be encouraged to always use moderated chat rooms, and to never give out
personal information while chatting. If bullying does occur, they should not respond to
messages but should leave the chat room and seek advice from a teacher, parent or carer.
If using a moderated chat room, the system moderators should also be informed, giving as
much detail as possible, so that they can take appropriate action.
IM is a form of online chat but is private between two or more people. The system works on
the basis of buddy lists, where chat can only take place with those on your list. Children
should only add people to their buddy list that they know, and reject requests from others
to join their list. Although this effectively reduces the risk of being bullied by IM, abuse is
still possible.
If a child is bullied or harassed by IM, the service provider should be informed and given the
nickname or ID, date, time and details of the problem. The service provider will then take
appropriate action which could involve a warning or disconnection from the IM service. If a
child has experienced bullying in this way, it might also be worth re-registering for instant
messaging with a new user ID.
Bullying by websites
Although less common, bullying via websites is now becoming an issue. Such bullying
generally takes the form of websites that mock, torment, harass or are otherwise offensive,
often aimed at an individual or group of people.
If a child discovers a bullying website referring to them, they should immediately seek help
from a teacher, parent or carer. Pages should be copied and printed from the website for
evidence, and the internet service provider (ISP) responsible for hosting the site should be
contacted immediately. The ISP can take steps to find out who posted the site and request
that it is removed. Many ISPs outline their procedures for dealing with reported abuse in an
acceptable use policy (AUP) which can be found on their website.
Additionally, many websites and forums services now provide facilities for visitors to create
online votes and polls, which have been used by those who bully to humiliate and embarrass
their fellow pupils. Again, any misuse of such services should be reported to a teacher,
parent or carer who should then take steps to contact the hosting website and request the
removal of the poll.
Section 10 ICT
10.19
10.20
Use netiquette
Be polite to others online as you would offline. If someone treats you rudely or is mean,
you should not respond. Chances are that they will see that they are having no effect,
and stop the abusive messages. If not, and the abusive messages continue, seek help
from a teacher, parent or carer
Protect yourself
Never arrange to meet someone you have met online
Section 10 ICT
10.21
Case study
A child tells you that she is getting unpleasant text messages on her mobile phone.
She does not know who is sending them but they are making her very upset.
What should you do?
10.22
Name:
School:
Date:
Section 10 ICT
10.23
Useful websites
10.24
The ICT national curriculum programmes of study for key stages 1 and 2 can be found
at: www.nc.uk.net
Advice on how to embed ICT across the curriculum can be found at:
http://schools.becta.org.uk (click on Learning and teaching, Primary)
The interactive disclosure exercise used in the module, and other similar exercises that
can be used with pupils in different year groups across the primary school, can be
found at:
www.mape.org.uk (click on Classroom activities, then Discloze in the Discloze menu)
The video examples used in the module and other video examples across the curriculum
from the foundation stage to year 6 can be found at:
http://samples.embc.org.uk/primary
The Becta publication Data protection and security: a summary for LEAs and schools can
be found at:
www.becta.org.uk (click on About Becta, then Publications)
Information to help you audit your ICT skills can be found at:
http://smarteducation.canterbury.ac.uk (click on ICT skills & support, then ICT audit
tools) or http://ecs.lewisham.gov.uk/talent/pricor/resources/ict_skillsaudit.doc
Post-module activity
Section 10 ICT
10.25
www.tda.gov.uk
TDA0288/05.07/BEL
TDA 2007
Primary induction
Primary induction
Updated 2007
Teaching
assistant file