Task 3: Identifying/evaluating school polices on parental communications

and support for learning.

Objectives:
For student teachers to:

Identify/discuss with MST school polices on parental communications and

support for learning.
Identify children who receive learning support in your class into Table 5. Obtain
and discuss their IEP (Individual Learning Plan) if they have one and the type and
range of support provided. Discuss with both the MST and SENCO how you
could contribute to this support.
Continue to develop a class list and write something positive about each child
that will help you to remember them. Talk to the child to get an idea about who
they are; their likes, dislikes etc. (Table 4)
Be prepared! Have at least two familiar stories to read and a number of songs,
circle time activities ready in case you need them. Take the initiative!

Procedure:

You will need:

the ECE MST Guidelines
the Teaching Practice Tasks booklet for Practicum 3b
Table 4: Class List
Table 5: Identifying Children with Special Needs
a digital camera
TP Journal Guidelines
UK EYFS Stage Curriculum Guidance document
UK EYFS Stage Profile

Before implementing these tasks:

Discuss each of these tasks with your MST. (Ask for permission to take
photographs.)

Whilst implementing the Tasks:

Make notes about any areas of interest or issues you would like to discuss with
your MCT and/or MST.
Photograph any other interesting displays, activities, resources for your portfolio.
Locate and identify classroom and/or shared resources that are specific to a
particular curriculum area e.g. mathematics, science, art and craft.

After completion of the tasks:

1. Clearly label and store all school planning, documentation and artifacts in your TP
portfolio.
2. In conjunction with your peers, prepare to discuss your ideas / draft plans for the
three input sessions and the type and range of activities you will devise to
support them.

3. Continue to expand Table 4: Class List.

4. Submit Table 5: Identifying Children with Special Needs.

5. Prepare to explain the IEPs of children in your class to your peers in college, what
is being done and what you could also do to support them. (Delete all personal
details).

6. Submit your TP Journal and responses. Refer to your own personal targets and
the TP competencies and note which of these you have addressed today and
which you feel you still need to work on.

Exploring properties of materials

 Class List

Use Table 4 to create a class list. Photograph and write something positive
about each child that will help you to remember them. Talk to the child to get
an idea of who they are, their likes, dislikes etc.

Table 4: Class List

Class List for Class: KG1/2 MST Name: Boky

Name / Photo of Child / Age How I will remember them.

1
Nawaf:

Quiet child.
Participate in the classroom.
He like hands-on activity.

2
Hamad:

Share material with his peers.

Do their homework at home.
Smile always.

3
Rashid:

He wants to discover everything new.

Active in the classroom.
Like playground and always ask the teacher
about the time of PE class.

4
Lilian:

Smart girl.
Like to bring a gift for students.
Respect her friends.
5
Dana:
Prefer to keep herself neat and clean.
Bring healthy food.
Like to play in the playground.

6
Abu Rahman:
Very quiet student.
Respect his peers.
Like the teacher advise.

7
Imad:
Smart students.
Prefer to play in the area.
Likes songs.

8
Ahmed:
Like to share food with his peers.
Have a gentle heart.
Love to learn using games.

9
Yafa:
Like to smile.
Do homework at home.
Help her peers in the group area.
10
Syed:
A leader of my class.
Smart student.
Smile always.

11
Roaa:
Like to play with her friends Maria.
Always finish the activity quickly.
Like to share her material with group
members.

12
Maria:
Quiet girl.
Help her friends.
Later, she improves her level.

13
Fayez:
Complete the task quickly.
Participate with his teacher.
Like the song too much.

14
Omar:
Help their friends and respect them.
Like playground.
Smart students.
15
Adam:
Very smart students.
Respect his friends.
Always complete the task quickly and he was
the first.

16
Zainab:
She does the homework at home.
Fun girl.
Try to do her best.
 Table 5: Identifying Children with Special Educational Needs (SEN).

Name Age IEP Issues / Area of Focus Type, range and frequency of
support provided / needed.

e.g. Evie 4yrs 11mths Possible ADHD: target Daily Teacher Support with
to try and sit still on advice from Learning
the carpet for an agreed Enhancement Teacher:
amount of time (5 Sit child in space by the
minutes) teacher at every carpet time;
provide a manipulative e.g.
squeezy ball;
use a movement cushion to
enable unobtrusive mobility
on the carpet;
Complete Reward Chart
every day.
Rashid 5 years I think this child has
ADHD. How I support this child:

Target: Give them an instructor.

Try to let them focus on Let them to them to help the
the teacher without teacher always.
moving from his place. Let he be a start of the week
to encourage him.

Lilian 4 years Hearing impairment but

3 month she wears earphone How I support this child:
Let her sit in front the smart
board.
let her concentrate on the
teacher by asking her
always.
Prepare for her an easy
activity that meets her needs
but she is smart students
and learns from her peers so
I don't make a modification
for her.

Conducting Circle time activities