Plan & deliver learning activities under the direction of the teacher Unit 310

310 1.2 School Planning Scheme of work – long term planning Outlines SOW for each year group across the school for statutory & non-statutory curriculum areas. This will be in place before the school year begins and the subject co- ordinator will have ultimate responsibility. Half term plans – medium term planning, includes and overview of subject & outcomes. There will be links to cross curricular Weekly / daily plans – short term planning will include details: Learning objectives, activities, differentiation, resources, assessment opportunities and role of adults.

310 1.1 Terminology Learning outcome: broad statements of : what the children should know, understand and be able to do at the end of a topic or period of study Learning objective: Statements of intentions, what pupils are expected to do and achieve by the end of the activity/ lesson.

310 1.2 National Curriculum Key Stage 1 & 2 5 to 16 years old Statutory core subjects Statutory foundation subjects Non- Statutory subjects English - Literacy framework Mathematics – Numeracy framework Science Foundation Stage birth to 5yrs Early Years Foundation Stage (EYFS) Information and Communication Technology History Geography Art & Design Design & Technology Physical Education Religious Education These areas of learning are expected to support children’s overall development and achievement PSHE including sex & relationship Citizenship Modern foreign languages (KS2)

Planning an activity You will need to think about: Learning outcomes – big picture Learning objectives – what do pupils need to know/ do at end of activity Previous learning – is this a new topic/ what do they already know The number of children Abilities and aptitudes – personalised learning Resources available Environment Time

The use of teaching & learning methods Vygotsky’s theory Zone of proximal Development What children can do with support of an adult Zone of actual development What children can do independently James Bruner ‘Scaffolding’ Describes what children can do with and without help He stressed the importance of the role of the adult in being a facilitator The above terms are his way of describing the stage of a child’s learning. Jerome Bruner built on this theory he used the term scaffolding to describe the assistance given to children to achieve the next level of learning as they acquire master a new skill the assistance can gradually removed so that they eventually work independently. At this stage new targets are set for the child Facilitator – Some who supports the process of learning (provide activities both achievable & challenging) Team work – same message and goals as the teacher

Do we all learn in the same way? Thinking back over what you have learnt so far, write down in your notes what types of learner groups are recognised. What motivates children to learn? Why is it important to consider this? Extrinsic Intrinsic Passive Learning: too much adult talk, too much listening without interaction Active Learning: Interaction with new ideas and challenging their perceptions Visual, Auditory, Kinesethic Wanting to please , want rewards / what's in it for them – personal satisfaction We want to develop a child’s intrinsic motivation by tapping into their natural intrests. Children who want to learn have positive feelings about themselves and begin to recognise their own progress Inclusion Activity

310 2.2 Promoting and supporting inclusion of all learners in learning activities Barriers to participation: share with class For your portfolio complete the case study ‘Meeting children’s needs in a history topic’

310 1.4 Using knowledge to contribute to planning partnership working with the teacher What can you do ? What do you need to know? Add your ideas Familiarise programmes of study for KS you support Understand about levels of achievement, attainment goals Know the interests of the children Reflect on your own knowledge, expertise & interests Learn how to assess the pupils you work with and give positive, effective feedback to pupils and teacher Know about Individual learning plans Know your strengths Make time to attend planning meetings Using appropriate vocabulary

Partnership working with the teacher Add your ideas Demonstrating how to use equipment Preparation of resources / adapting Supporting teaching by modelling, joining with class Being a partner to a learner Behaviour management Re phrasing / explaining teachers instructions Encouraging reticent learners Supporting H&S Working with indiv learners Taichung separate group

Assessment for Learning Monitoring pupils’ response Level of interest and engagement Behaviour Verbal responses Level of independence Progress Use of resources and equipment

Assessment for Learning Techniques to support the evaluation of learners’ progress Refer to work covered for unit 307