Professional Documents
Culture Documents
Task 3
Task 3
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:
Discuss each of these tasks with your MST. (Ask for permission to take photographs.)
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.
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.
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
Table 5: Identifying Children with Special Educational Needs (SEN).